Research On The Effectiveness Of Mathematics Group Cooperative Learning In Junior Middle School

With the development and progress of society,education is reformed to meet the social demand for talents.Today's education reform has gradually formed a transformation from knowledge-based to ability-based,that is,the core quality emphasized by the education reform.In the mathematics curriculum standard of compulsory stage,the teaching objectives of mathematics learning in each stage are defined,the requirements of teaching literacy are put forward,and relevant guidance and planning are carried out for teaching.The curriculum standard points out that cooperative learning is an important learning method of mathematics learning.Cooperative learning can promote the formation of social skills among peers,stimulate their mathematics learning motivation,optimize their cognitive process and accumulate mathematics activity experience by creating a scientific and reasonable learning environment and mathematics learning activities.In the process of group cooperation,students' problem awareness and expression ability are gradually improved through a series of processes such as actively discovering problems,raising problems,questioning each other,optimizing problems and solving problems.Cooperative learning is constantly supported by theory and practical experience in the repeated classroom practice test,but there are many factors affecting the effectiveness of cooperative learning in the real classroom,and the advantages and effects of cooperative learning are not obvious.The main research methods of this paper are classroom observation,literature research,interview,questionnaire and so on.Firstly,it discusses the development process of cooperative learning from the historical development of cooperative learning at home and abroad,and then to the distinction of relevant concepts and theoretical development of cooperative learning.This paper analyzes the problems existing in junior middle school mathematics group cooperative learning from the questionnaire survey,and puts forward reasonable teaching strategies of junior middle school mathematics classroom cooperative learning through theoretical support.This paper aims to focus on the problems existing in junior middle school mathematics group cooperation in the classroom and put forward strategies to improve the effectiveness of junior middle school mathematics cooperative learning.Then carry on the general mathematics classroom cooperative learning and the teaching of applying cooperative learning strategies,and make an experimental comparison between the experimental group and the control group.Whether to apply effective cooperative learning strategies to teaching is an independent variable.Then set classroom participation as the intermediate variable of junior middle school mathematics cooperative learning,and the dependent variable is the investigation of students' achievement and students' classroom performance.When the experimental data of the experimental group is better than that of the control group,and there is a positive correlation between dependent variables and intermediate variables,it shows that the proposed teaching strategy is effective for cooperative learning.In this paper,the design of cooperative learning teaching strategies provides front-line teachers with a clearer understanding of the action mechanism of effective cooperative learning strategies,so as to provide reference for the practical teaching of their own group cooperative learning.