A Practical Study On The Influence Of Cooperative Learning On Junior Middle School Students' Biology Learning Initiative

Junior high school students are often in a state of passive learning in biology teaching,and their enthusiasm and initiative are hit."The Biology Curriculum Standard of compulsory Education(2011 Edition)" proposes to "cultivate students' ability of communication and cooperation" and "expect students to actively participate in the learning process of biology" in order to solve the practical problems of biology in real life.So how to improve the enthusiasm of students and the initiative of biology learning? The author finds that cooperative learning,as a mature teaching strategy,can promote students' initiative in biology learning to a certain extent.In this study,four classes of junior high school students in Grade one and Grade two were selected as the subjects of the questionnaire to understand the cooperative learning situation of junior high school students and their biology learning initiative.Combined with the interview between teachers and students,it is found that the cooperative ability of the students in the research school is basically up to the standard,but their cooperative learning shows significant differences in gender and different achievement levels,and In cooperative learning teaching,it is impossible to accurately evaluate students' learning achievements.On the other hand,there are obvious individual differences in students' biology learning initiative,and there are significant differences among students with different achievement levels,and students with high grades have higher learning initiative.Through the correlation analysis of the scores of students' cooperative learning and biology learning initiative,it is found that there is a significant positive correlation between them,and the correlation is0.468**.Based on this,in order to explore the influence,aiming at the problems existing in cooperative learning and biology learning initiative between teachers and students,the teaching process of cooperative learning is designed and applied to classroom practice to enhance students' biology learning initiative.After practice,interviews are used to evaluate the changes of students' initiative and the effectiveness of cooperative learning.The study found that the use of cooperative learning can enhance students' initiative in biology learning.Further analysis shows that cooperative learning can affect students' initiative by improving students' biology learning motivation,students' meta-cognitive ability and students' biological self-efficacy.The study also puts forward optimization strategies for biology teachers to organize cooperative learning:first,to improve teachers' professional quality and form lifelong learning awareness;second,teachers to establish a perfect evaluation mechanism of cooperative learning strategies;third,teachers control students' whole cooperative learning process.It also puts forward the research reflection:(1)The division of heterogeneous groups in cooperative learning strategies should be combined with various information;(2)The evaluation methods of middle school students in cooperative learning strategies should be more diversified;(3)The group leaders in cooperative learning strategies should be cultivated comprehensively;(4)Cooperative learning should focus on different levels student.