A Case Study On The Formation Of Evaluation Mechanism Of Group Cooperative Learning In Primary Schools

With the development of The Times and the continuous advancement of the new curriculum reform,people’s requirements for the classroom are constantly improving.The traditional classroom mode of unilateral teaching by teachers and passive acceptance by students is gradually being eliminated.Driven by the wave of basic education reform,the concept of "student subject" has been further deepened.Primary school classes have been developing in the direction of autonomy,cooperation and inquiry,and group cooperative learning has gradually become a widely accepted education and teaching mode.At present,the research on group collaborative learning in elementary schools in China focuses on the principle of group collaborative learning,the formation of groups,and the application process of group,while the evaluation mechanism of group cooperative learning is comparatively weak.This not only affects students’ enthusiasm for group cooperation,but also affects the quality of group cooperative learning.In order to examine the evaluation of group collaborative learning in elementary school,it is important to raise students’ learning motivation and to improve the quality of group collaborative learning.In this study,the development process and the method of the evaluation process of the group collaborative learning in the Y elementary school were investigated based on the literature analysis of the Y elementary school in L City.Finally,the contents obtained from the investigation were analyzed and discussed,and the following conclusions were obtained:(1)The biggest characteristic of group cooperative learning evaluation in Y primary school is the stratification of students,which strengthens the assignment of students’ efforts under the principle of objectivity and consistency.The question and answer of classroom teaching follows the principle of person adaptation,and the questions of different levels are answered by students of different levels.The grading of students’ classroom answers follows the principle of homogeneity and different points.Students of different levels of homogeneity answer get different scores.The lower the level,the higher the score.According to students’ individual and group performance,the number and group reward and punishment rotation.Group cooperative learning evaluation stimulates the enthusiasm of students at all levels,competition among groups and mutual assistance within groups,and students at all levels have fully and equally developed.(2)The school classroom teaching reform should be fully diagnosed before the blind,should be based on the actual situation of the school to find the reform breakthrough.The reform process should not be rushed for success,but should be adjusted and optimized in light of the actual situation.(3)Taking classroom education reform as an innovative Blake through is an effective way to improve the quality of education in rural primary schools.It can be carried out steadily effectively by moving from point to line and from line to plane.Based on the current social reality,this study further studies the evaluation of group cooperative learning in primary schools,and provides ideas for improving the current evaluation mechanism of cooperative learning,inspiring every student’s learning motivation,and giving full play to the effectiveness of group cooperative learning.