Research On The Application Of Group Cooperative Learning In Geography Teaching In Senior High School

Along with the in-depth development of quality education,the main role of students in the learning process is also being paid more and more attention to.While the traditional teaching methods mainly based on the lecture method often cannot realize the teaching concept of students as the main body,there is an urgent need to improve the teaching methods to achieve the goal of cultivating comprehensive quality talents through teaching.On this basis,cooperative group learning has been applied in teaching.At the same time,high school geography teaching has been given new requirements in modern education.In order to realise such requirements and to promote the all-round development and comprehensive quality of students,it is also necessary to innovate in teaching methods and to explore modern teaching modes that can better achieve teaching objectives.In such a context,cooperative group learning is widely used in high school geography teaching.Based on an understanding of relevant educational,psychological and sociological theories,this paper analyses the current situation of student learning in high school geography teaching,fully considers the feasibility of cooperative group learning,and combines my practical teaching experience to implement cooperative group learning in high school geography teaching,discussing the current situation of its implementation,the problems that exist and the causes of the problems,and puts forward corresponding suggestions for improvement.The specific case study takes The Hydrosphere and the Water Cycle as an example,and the process of designing its teaching in the mode of cooperative group learning.The following conclusions emerged from the study of this paper.(1)The results of the questionnaire survey of high school students and geography teachers show that there are still certain shortcomings in the application of cooperative group learning in high school geography teaching,including insufficient pre-class arrangements for cooperative group learning,and less use of cooperative group learning methods.Teachers mostly use the principle of grouping students according to their seating proximity to each other,which inevitably will not achieve a Ine vitably.The grouping of students is not reasonable in terms of personality and achievement,and there is a certain degree of arbitrariness in the grouping,as well as a lack of effective evaluation systems for the application of cooperative group learning.(2)There are many reasons for these problems,and this article analyses them in terms of the influence of the objective environment on cooperative group learning,the teacher factor and the student factor.Firstly,the objective environment has a negative impact on the application of cooperative group learning methods,such as traditional education concepts,exam-oriented education and the low status of geography subjects.Thirdly,on the part of the students,the individual differences between students and their lack of cooperation skills will also lead to poor results in cooperative group learning.Based on the above analysis of the problems and reasons for the use of cooperative group work in high school geography teaching,it is necessary to improve and refine it.Firstly,it should be improved by strengthening the organisation and management of cooperative group learning before lessons,improving teachers' theoretical knowledge,making and planning appropriate programmes,preparing lessons collectively,designing problems carefully,and forming learning groups in a reasonable way;secondly,it should be improved by enriching cooperative group learning methods and providing timely guidance,for example,focuses on students who are introverted,have average grades and are not very enthusiastic about participating,and change the single cooperative learning method to make it more interesting and more effective.Finally,the evaluation of cooperative group learning should be improved by enriching the evaluation contents,diversifying the evaluation methods,timely evaluation and reasonable use of evaluation results.