Why Don’t They Cooperate? ——A Qualitative Study On Group Cooperative Learning In Primary Schools

In the new era of advocating the construction of a "community with a shared future for mankind" and developing the core literacy of students in the 21 st century,the value and importance of group cooperative learning is more prominent,and the task of cultivating students’ cooperative ability and spirit of cooperation in the new era is even more arduous.It is more and more necessary to implement group cooperative learning in the classroom.In the primary school stage,how to maximize and optimize the function of group cooperative learning,experts in the field of education,front-line teachers and other scholars have conducted a lot of research from different research perspectives and reached different conclusions.Obtain rich research results.Through literature analysis,few researchers have used qualitative research to study the overall implementation of group cooperative learning in primary schools.In order to enrich the theoretical and practical exploration of group cooperative learning in primary schools,truly understand the current implementation of group cooperative learning in primary schools,explore difficulties in primary school,and conduct a more comprehensive analysis of the reasons,this study selected teachers and students from three schools as research samples.Using interview method and classroom observation method,using Nvivo12 Plus software,based on the paradigm of grounded theory,using three-level coding method to analyze the interview data.Under the guidance of activity theory,division of labor theory and communicative action theory,it discusses and analyzes from four aspects: "why cooperation is needed","how to cooperate","why not to cooperate" and "how to cooperate".In the exposition of the significance of group cooperative learning from the perspective of anthropology,sociology,and educational ethics,it is of great value to the current social development,educational development,and ultimately the realization of human development.Through the analysis of the current situation of group cooperative learning,it is found that:first,from the perspective of teacher performance,some teachers choose and use group cooperative learning to improve the internal motivation of classroom teaching,while most teachers are external motivation to meet the school’s rigid requirements;The purpose of most teachers choosing or using group cooperative learning is to achieve teaching goals,and some teachers are to promote student development;teachers have many misunderstandings about group cooperative learning;They are not enthusiastic;there is a phenomenon of "different knowledge and action" among primary school teachers.Secondly,in terms of student performance,students’ overall understanding of group cooperative learning is still relatively superficial and superficial;the vast majority of students have a positive attitude towards group cooperative learning,especially students in the middle and middle age groups.As the grades increase,a small number of students express negative emotions;the lower and middle-aged students are more involved,the grades gradually increase,and their enthusiasm decreases.The students with false cooperation and non-cooperation tend to be "students with disabilities".Based on the performance of teachers and students,the types of teachers and students are classified.According to teachers’ experience of group cooperative learning,they are divided into five types: active use type,obedience type,perfunctory type,exploration and innovation type,and arbitrary type.The majority of teachers obey the rules and perfunctory,and very few teachers are exploratory and innovative.According to the students’ participation in group cooperative learning,they are divided into seven types: positive responders,pleasure-principles,no-discourse,self-contradictory,overconfident,independent thinkers,and those who enjoy themselves.Different grades or different subjects,positive responders,those who have no right to speak,and those who enjoy themselves are the most common types of students in group cooperative learning,and those who are self-contradictory and overconfident account for less.The author summarizes the dilemma of the current primary school stage from the status quo: the biggest dilemma is that teachers use group cooperative learning less frequently or even do not actively use it in their usual classrooms;group cooperative learning seems to have become a way of catering to the new curriculum reform and promoting various new educational concepts.The current teachers do not pay attention to or even have no awareness of rule-making;the division of labor among students is only for the sake of division of labor,and the students themselves do not understand the meaning of the division of labor,which leads to the existence of "marginal students" in group cooperative learning ";Teachers are not clear about their own positioning in group cooperative learning,and lack of equal interaction with students.Based on the analysis of the current situation,the reasons for these dilemmas and different types of teachers and students in group cooperative learning can be from the network environment and resource allocation,concept solidification and cultural inertia,school support and cooperation atmosphere,personal style and teacher growth,family structure and parenting style,Students’ psychology and peer relationship six aspects are analyzed.Finally,according to the status quo,the predicament,the discussion of the types of teachers and students,and the analysis of the reasons,this paper puts forward adjustment strategies from ideological construction,institutional guarantee,organizational promotion,and family support,in order to form a "learning community",promote the development of group cooperative learning,and in Based on the analysis of the above research results,the feasible strategies for group cooperative learning are further demonstrated and improved through specific teaching practice activities.