Practical Research On Cooperative Learning In Biology Teaching In Senior High School

Cooperative learning originated in Britain and rose in the United States in the 1970 s.Because it can change the classroom learning atmosphere,improve students' performance and promote the formation of students' good quality,it soon attracted the attention of all countries and became one of the mainstream teaching strategies.Now,cooperative learning has become one of the main teaching methods required by China's new curriculum standards.Cooperative learning means that students form groups according to the principle of heterogeneity,complete learning tasks together in the form of groups,and promote students' all-round development in the process of completing tasks.The author uses the methods of literature,questionnaire,interview,classroom observation and statistical analysis to try to apply the practical research of cooperative learning teaching strategy in senior one biology teaching.The specific results are as follows:1.Firstly,this study applies the literature method to analyze the research status of cooperative learning at home and abroad,and understand the relevant theoretical concepts and elements of cooperative learning.Through interviews and questionnaires,the author understands the current situation of the implementation of cooperative learning in practice schools.On this basis,the author goes deep into the classroom and observes the teachers' cooperative learning mode and methods and the students' performance in the process of cooperative learning.The results show that there are the following problems in practice schools: 1)teachers lack the theoretical understanding of cooperative learning;2)Lack of management and supervision in the process of cooperative learning;3)Cooperative learning lacks evaluation mechanism;4)The formation of cooperative learning group is unscientific and the division of members' roles is not clear;5)Unequal participation of panellists.Put forward the methods to solve the problems: 1)scientifically establish a learning group and establish the division of tasks among members;2)Cultivate students' skills of communication,mutual assistance and resolving contradictions;3)Teachers should make clear their role orientation;4)Carefully select the content of cooperative learning;5)Set up self-evaluation,mutual evaluation and teacher evaluation scales,and increase evaluation methods.2.According to the solution and in combination with the teaching environment of the internship school and the situation of students,the cooperative learning teaching cases of new teaching and experimental courses are designed,and the cooperative learning practice research is carried out in the experimental group.Finally,the benefits of cooperative learning to students in Senior High School biology teaching are verified according to the comparison of the academic performance of the experimental group and control students,the analysis of questionnaire data and the score of evaluation scale.3.After four months of experimental teaching,the pre-test and post-test data analysis of "student questionnaire II" found that the students in the experimental group gradually began to realize the importance of biology,their interest in learning biology also increased,their relationship with classmates and teachers also became harmonious,their interpersonal skills improved,and their tension and anxiety when facing strangers and communicating with the opposite sex decreased,However,there was no significant change in the proportion of pre-test and post-test answers in the observation and control group.In the test of students' academic level,the results of the first monthly examination and the final examination of the experimental group and the control group were analyzed and compared.There was no significant difference between the results of the first monthly examination and the final examination of the control group(P > 0.05),there was significant difference between the results of the first monthly examination and the final examination of the experimental group(P < 0.05),and there was significant difference between the results of the experimental group and the final examination of the control group(P < 0.05),It shows that cooperative learning teaching strategy can improve students' academic performance.The results of this study show that the implementation of cooperative learning teaching strategy in senior high school biology teaching has feasibility and practical significance,and cooperative learning teaching strategy can be vigorously promoted in senior high school biology teaching.It is hoped that this experimental research can provide reference for front-line biology teachers' classroom application of cooperative learning.