A Study On Differentiated Teaching Of High School Geography Based On Cooperative Learning Model

Teachers have been adopting a uniform approach to education in traditional teaching activities,resulting in some students’ strengths not being brought into play and their weaknesses not being effectively compensated for in the learning process,which hinders their overall development.Differentiated teaching is to meet the differentiated learning needs of students according to their individual differences in readiness,interests,abilities and cognitive styles in the existing classroom group teaching mode,and to promote the maximum development of all students on their original basis.The cooperative learning model refers to the formation of heterogeneous groups of 4-6 students under the guidance of teachers,with the principle of "intra-group heterogeneity" and "inter-group heterogeneity".In order to improve the quality of teachers’ teaching and implement students’ learning objectives,we have developed a model of "group learning".In order to improve the quality of teachers’ teaching,implement students’ independent development and reflect students’ main status,after analyzing the suitability of differentiated teaching and cooperative learning mode,we combine the two and try to build a differentiated teaching mode based on cooperative learning mode with the guidance of the concept of "teaching according to ability",constructivism theory,multiple intelligence theory and nearest development area theory.The following understanding and conclusions were drawn from the differentiated teaching practice based on the cooperative learning mode,taking the section of Chapter 4,Section 1,"Water Cycle" in 2019 Xiangji version of high school geography compulsory 1 as an example.The survey results of the current situation of differentiated teaching based on cooperative learning model show that most teachers currently do not play the advantages of cooperative learning in secondary schools,and the concept of differentiated teaching is reflected in all aspects of teaching,but there are problems such as teachers’ weak awareness of implementing differentiated teaching,the lack of in-depth theoretical research on differentiated teaching practice and the lack of resources for differentiated teaching.Based on the above problems,the strategies can be optimized by enhancing teachers’ awareness of differentiated teaching,strengthening school cooperation in implementing differentiated teaching,and increasing state and government investment in education.Through the analysis of the principles of differentiated teaching and the design principles of cooperative learning mode,the suitability of combining the two is analyzed and a differentiated teaching model based on cooperative learning mode is constructed: firstly,the principles of differentiated teaching are analyzed and the teaching design is carried out through the division of students’ levels,the stratification of teaching objectives,the stratification of teaching design,the stratification of homework and the stratification of after-school tutoring,and secondly,the principles of cooperative learning mode are analyzed and the group attributes of intra-group heterogeneity and inter-group homogeneity are used to allow students of different levels to construct their own knowledge system and improve their core literacy in geography with the help of the same group partners and teachers.Using action research method,the practice of differentiated teaching based on cooperative learning model was carried out with the section of Chapter 4 "Water Cycle" in 2019 Xiangji version of high school geography compulsory 1.The results showed that after the implementation of differentiated teaching based on cooperative learning model,students’ geography performance,learning interest,cooperative ability and learning ability were improved to a certain extent,and the teaching effect was more obvious,which also confirmed the effectiveness of the teaching model.