Case Study Of Teacher Guidance In Rural Junior Middle School Cooperative Learning

Teachers should reasonably use the method of group cooperative learning in teaching to enable students to learn to cooperate with others and to handle the relationship between individuals and collectives.Cooperative learning advocates self-inquiry and cooperative learning,and effective teacher guidance is also very important.Teachers play a lot of roles in cooperative learning.The organizer,mentor,facilitator,and evaluator of cooperative learning,the sum of the actions of these roles is the teacher's guidance behavior.However,the current cooperative learning is formalized in rural junior high school classrooms,and teacher guidance has not shown effectiveness.Cooperative learning is prevalent in the United States,and foreign researchers' research on cooperative learning began to flourish in the 1980 s.The focus of research is mainly on the meaning of cooperative learning,the value of cooperative learning,the elements of cooperative learning,and cooperative learning strategies.Among them,regarding the study of cooperative learning elements,the five-factor theory put forward by the more recognized American scholar Johnson Brothers.Domestic researchers' research on cooperative learning focuses on the application of cooperative learning,or the use of cooperative learning strategies,or the study of strategies for using cooperative learning in specific disciplines.However,most of the researches are based on a general overview,without detailed and in-depth analysis of actual cases.Therefore,this article uses the mentorship guidance in rural junior middle school moral and law classroom cooperative learning as a research topic to carry out in-depth demonstration.In theory,it can further expand and enrich the theoretical field of teacher guidance strategies in rural junior middle school moral and rule of law classroom learning;in practice,improve the teaching level of rural junior middle school moral and rule of law courses,and help the cooperative teaching method to better apply and practice.This article takes rural junior high school rule of law and moral classroom cooperative learning as the main observation object.Three grades and three different teaching teachers are selected as research objects,and classroom observation,recording,analysis,and summary are conducted in detail.The research content can be roughly divided into four aspects: one is to record three typical classroom cooperative learning cases in detail,understand the current situation of classroom cooperative learning,and present different teacher guidance behaviors;the other is to three teachers in the case.Analyze the commonalities and differences of teacher guidance behaviors.The third is to analyze the reasons for the differences in teacher guidance of the three teachers in the case.The fourth is to put forward countermeasures and suggestions for teacher guidance in rural junior high school classroom cooperative learning.