Research On The Implementation Status And Countermeasures Of Physics Cooperative Learning In Minority Junior Middle Schools In Korla

Cooperative learning is the teaching philosophy of the new curriculum reform,and it is also an effective way to comprehensively cultivate students’ quality and improve students’ learning ability.Cooperative learning,as one of the teaching methods advocated by China’s new curriculum reform,has rapidly increased its attention and its research results have gradually increased.However,most of its research focuses on economically developed regions.There are few studies on remote areas in the west.Due to traditional concepts and economic constraints,the implementation of new courses in these less developed regions is relatively late,and their implementation is not as optimistic as in developed regions.Therefore,this paper takes Korla as an example,starting from the physics subject,combined with the background of local bilingual education,to investigate the status quo of the practice of physics cooperation learning of ethnic minorities in Korla.This study firstly explains the background and significance of this research by reading and combing the relevant literatures of cooperative learning,and analyzes the research status at home and abroad and the research status of physical cooperative learning.Combining the actual situation of teaching in Korla,the theoretical basis of this research is determined as group dynamics theory,humanistic learning theory,constructivist theory,practice theory and teaching engineering theory.Second,conduct research and research.The survey is mainly conducted by questionnaire survey,individual interview method and classroom observation method.(1)Questionnaire survey.From the perspective of teachers and students,determine the survey dimensions and analysis the reliability and validity,and then conduct statistical analysis on the questionnaire.(2)Individual interviews.In order to understand the difficulties teachers have in the process of using cooperative learning and to optimize the implementation of cooperative learning,some teachers are selected to conduct interviews to supplement the questionnaire results.(3)Class observation.In-depth classes in the internship school to observe the activities of teachers and students in the classroom,from the third perspective,we can understand the status quo of the implementation of physics cooperation learning in junior high school in Korla,and obtain first-hand information on investigation and research.The main conclusions of this study are:(1)Most teachers and students are positive about cooperative learning.Teachers also learn about cooperative learning through various channels and try their best to apply it to physics teaching.However,teachers generally reflect the lack of opportunities for training and learning,and teachers and students’ understanding of cooperative learning is still not in place;(2)Some schools have formed their own cooperative learning model,such as the"352" teaching model of Bazhou No.3 middle school.In the process of cooperative learning implementation,the role of the teacher is clearly defined to cooperate with the students.The collaborative classroom evaluation mainly evaluates the teacher’s classroom evaluation and homework assignment.However,there are also some problems,such as the cooperative learning group production is not scientific;the teacher’s guidance in the cooperative learning is not in place,students are not evenly involved;teachers and students are not fully satisfied with the evaluation and reflection of cooperative learning;(3)Cooperative learning in physics teaching is less frequent and poorly implemented.Due to the poor foundation of some students,weak Chinese understanding,and the backwardness of some teachers’ educational concepts,cooperative learning has not been widely implemented in Korla;(4)According to the problems existing in the investigation and research,the reasons are analyzed from three aspects:teachers,students and schools,and corresponding countermeasures are proposed,for teachers,they should continue to learn and strengthen their classroom organization skills;for students,they should strengthen their knowledge and learn to cultivate a sense of cooperation;for schools,we should provide a high-quality teaching environment and promote teachers’ training.