A Practical Study Of The Effect Of Group Cooperative Learning On The Self-efficacy Of Chinese Learning In Upper Primary School Students

With the in-depth development of education,students' learning methods in class are gradually optimized,among which group cooperative learning can be regarded as one of the ways to promote students' cooperative consciousness and spirit,which can promote students' ability improvement and academic optimization from various aspects.Self-efficacy in Chinese learning is one of the non-intellectual factors affecting students.It refers to students' subjective expectation and judgment of their ability to complete the expected goals in various Chinese learning activities and tasks in Chinese learning.Self-efficacy in high school Chinese learning can not only improve students' comprehensive quality in Chinese learning.Throughout domestic and foreign studies,there are relatively few studies that combine the two,and most of the subjects are college or middle school students.Therefore,this research explores the effect of group cooperative learning on the self-efficacy of Chinese learning in high school students,try to find a learning model that enhances it..On the basis of full consideration of the existing literature,this study integrates the existing research conclusions,shortcomings and suggestions with the actual needs,and establishes the research contents :(1)the current situation of Chinese learning self-efficacy of primary school students;(2)The effect of group cooperative learning on the self-efficacy of Chinese learning among high-level elementary school students.In this study,273 fifth-grade students from Jiangnan Primary School in Nanan District of Chongqing were surveyed on their self-efficacy in Chinese learning using the revised Questionnaire of Chinese Learning Self-efficacy for senior Primary school students.Then,using the method of experiment education,to take the early language learning self-efficacy have no significant differences between the two classes as the research object,an experimental group,let the experimental group students in language classroom learning,cooperative learning group to another as the control group,according to conventional teaching mode of teaching(do not make any intervention),To explore the impact of group cooperative learning on Chinese learning self-efficacy of senior primary school students.After the experiment,a post-questionnaire test was conducted on the two classes of students.The final results of the entire study are:1.Most senior students in the school have low self-efficacy in Chinese learning and low satisfaction in Chinese learning.2.There is a significant gender difference in the self-efficacy of Chinese learning among senior students.3.The educational level of parents has an influence on the self-efficacy of Chinese learning of high school students.4.The Chinese learning self-efficacy of high grade primary school students has a significant impact on their Own Chinese scores.The better their Chinese scores are,the higher their Chinese scores will be,and the lower their Chinese scores will be.5.Combined with the content of previous literature and the "yongxing class" six major teaching,put forward the infiltration language self-efficacy group cooperative learning implementation process of ascension,one is the emotional debugging,2 it is perception and try,3 it is cooperation and explore,four is shown and dialogue,five is misgivings and sublimation,six is to work for people.6.The teaching method of group cooperative learning has a positive influence on the self-efficacy of Chinese learning in the upper part of senior primary school students.7.Group cooperative learning has different effects on the six dimensions of self-efficacy in Chinese learning of senior primary school students.There are significant differences in the sense of self-expectation,self-confidence,belief in results and effort in Chinese learning among the senior primary school students of the school.Through group cooperative learning,these four dimensions have been significantly improved.However,there is no significant difference in the sense of accomplishment of language learning goals and sense of talent.