Dissertation > Culture, science,education, sports > Education > Secondary education > Teaching theories,teaching methods > Teaching methods and teaching organizations

Junior high school independent study with the help of the problems and Countermeasures in the implementation of the class - type to X middle school in Weifang city as an example

Author LiChunYan
Tutor LiChangWei
School Shandong Normal University
Course Education
Keywords Junior Middle School Independent study Cooperative learning Problems Implementation strategies
CLC G632.4
Type Master's thesis
Year 2013
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Now, with the new curriculum reform of our country, the self-mutual learning classroom iswidely used in the teaching of junior middle school. The self-mutual learning classroomadvocates that the self-learning of students is the nuclear. And the cooperative learning canimprove the ability of the students’ self-studying. This kind of learning classroom can improvethe quality of the classroom, improve the ability of the students’ self-learning and cooperativelearning and lay the foundation for fostering the talent needed in the future society. But I foundout some problems and sometimes puzzled about it during the implementation of the self-mutuallearning classroom. I chose this research in order to solve these problems, promote thedevelopment of classroom reform better, meet the needs of the society and the development ofstudents and solve my puzzles. This paper will try to analyze the self-mutual learning classes inthe round and adopt literature and questionnaire survey research to study the subjectsystematically. Specific studies are as follows:Chapter One: The introduction. Firstly, this paper proposes the reasons of this study, thenintroduces the implement situation of the self-mutual learning classroom. Finally it comes upwith the significance of this study and defines the concept of the self-mutual learning classes.Chapter Two: Theoretical basis. This paper studies the basic theory of the self-mutuallearning classroom, including the theory of self-learning and cooperative-learning. This showsthe basic theory is reasonable.Chapter Three: The interpretation of the model of the self-mutual learning classroom. Itincludes the features and value, the basic principles and processes followed by users. This showsthis teaching model is reasonable and it is possible to carry it out.Chapter Four: The analysis of the questionnaire and its reason during the implementation ofthe self-mutual learning classroom in a middle school today. This chapter we analyzes the surveyabout the students’ behaviors and feelings during the implementation of the self-mutual learningclassroom in a middle school today (the self-learning, the cooperative-learning, the guidedearning plan, the evaluation of the students’ learning and so on).Then it summaries the problems faced during the implementation of the self-mutual learning classroom and find out thecorresponding reason for the problems. We can put forward the corresponding solution strategiesfor the effective implementation.Chapter Five: The effective Implementation strategies of the self-mutual learning classroomin a junior middle school. According to the reasons that influenced the effective Implementationof the self-mutual learning classroom in a junior middle school, this chapter gives correspondingsolution strategies. It includes the following contents. The teachers change their ideas andimprove the quality of themselves teachers. The school leads, supervises and encourages theteachers to reform the classroom teaching. The teacher should have the specific teachingstrategies of the self-mutual learning classroom.We can get the following conclusion based on the research above all.1. The self-mutual learning classroom has the following basic characteristics. Theself-learning is the basis and premise of the self-mutual learning classroom. The cooperativelearning in groups is the main learning activity form. The guided case is used from the beginningof the classroom to its end. The class is the generation process which is based on thepresupposition step by step. The students are the main body of the class, the teacher is just theleader, organizer and cooperator of the students’ learning in class.2. The self-mutual learning classroom is popular with the teachers and the students. Butthere are some problems during the effective implementation. The self-mutual learningclassroom is popular with some teachers and students. But there are some problems during theeffective implementation. Self-learning is learning alone. The learning groups are not dividedreasonably. The members of the groups can’t take part in the group activities equally and actively.Sometimes the class atmosphere is active, but is disorderly and the class effect isn’t ideal. Thestudents’ cooperative activities are seriously formal. The evaluation to the students is notcomplete so that the learning passion of the students can’t be created better. There are also somequestions about the designing and use of the guided case.3. The effective implementation of the self-mutual learning classes is influenced by variousfactors. Firstly, it is influenced by the atmosphere of the school. The lack of the school policy isan important reason that influences the implementation. The school policy plays an importantrole that can change teachers’ ideas about carrying it out, supervise its implementation process and help teachers to improve his teaching ability. Secondly, the teacher’s education ideasinfluenced most as well as the educating and teaching qualities on the part of teacher. Itinfluenced how often the teacher carries out the self-mutual learning classes and how the qualityof the class is like. Now most teachers can’t give up their old education ideas and the teachinghabits, as well the teachers existing teaching abilities can’t catch up with the level that theself-mutual learning classroom asks the teacher to have. The teacher doesn’t have educationtheory to guide their practice. Thirdly, at the same time, this teaching model is based on students’certain awareness and abilities about self-mutual learning.3. The effective implementation strategies of the self-mutual learning classroom in a juniormiddle school. Firstly, the teachers change their ideas and improve the quality of themselvesteachers. Secondly, the school leads, supervises and encourages the teachers to reform theclassroom teaching. Thirdly, the teacher should have some specific teaching strategies of theself-mutual learning classroom. Such as, pay attention to cultivate students’ autonomous mutuallearning consciousness and ability, give full play to the guided case during the learning, payingattention to designing and using it reasonably, build the good atmosphere of cooperation in orderto make the cooperative learning more effective, evaluate the learning of students reasonably.This study provides the practice basis for enriching the theory of the self-mutual learningclassroom. And it provides the school and the teacher with some effective education teachingsuggestions and corresponding teaching strategies to deepen the reform of the classroom andpromote the development of the region’s junior middle school classroom teaching effectively.

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