Research On The Design Of Cooperative Learning Based On The Analysis Of Classroom Learning Behavior

Lev Vygotsky,a famous psychologist,once said: Learning is a social collaborative activity that creates meaning through the interaction of learners.This understanding highlights the significance and value of collaborative relationship and activities among learners for learning.The theme of this study is the design of collaborative learning,so as to promote the development of learners’ collaborative learning ability.In the past teaching practice,we found that grouping and activities are the key factors that affect the effect of collaborative learning.Therefore,this research will explore how to implement collaborative learning in two ways: grouping and activities.The development of this topic follows the research logic of action,mainly through combing the research findings,and Improve the design of collaborative learning.First of all,the research is based on the theoretical review and the PISA2015 framework design,and initially forming the collaborative learning behavior code,which is used for the follow-up collaborative learning process to observe and record the learner’s collaborative learning behavior.Secondly,in the research,in order to develop the learner’s collaborative ability,on the one hand,it focuses on how to group the learners reasonably.Through the pre-test of the collaborative learning level test scale,the learners have a preliminary understanding of the collaborative learning level and Learning style,so as to conduct primary collaborative learning groupings,and use Social Network Analysis to optimize collaborative learning groupings based on the experimental data obtained;on the other hand,focus on how to design corresponding collaborative learning activities according to different learners to do key research.Based on the obtained experimental data,use Lag Sequential Analysis to optimize collaborative learning activities.Finally,Implementation and effect analysis of collaborative learning teaching,and perform a T test on the results of the learner’s collaborative learning level test scale to observe and analyze whether the learner’s collaborative learning level has improved.The results show that: learners complete collaborative learning tasks,the learners’ collaborative learning ability has been significantly improved;through data sorting and analysis,you can find out The individual differences of learners’ collaborative learning,investigate its advantages and disadvantages,optimize collaborative learning groups,enrich collaborative learning activities,so as to promote effective learning of learners and achieve teaching goals faster.