On optimization of junior high school mathematics classroom cooperative learning model that allows students to generate ideas（对优化初中数学课堂合作学习模式能使学生产生思想）

1On optimization of junior high school mathematics classroom cooperative learning model that allows students to generate ideas[Paper Keywords] thinking, cooperative learning model to generate [Abstract] new era in the context of how students in the learning process of self-exploration, citing the model of cooperative learning enhance classroom teaching and learning mathematics has become a quality education for each direction of the joint efforts of workers in this paper on how math optimize the teaching process, ‘cooperative learning’ mode to help students start looking for ideas generation, want to, serve. Cooperative learning concept originated in the 1960s of social psychology in order to further develop and expand students’ way of thinking, and introduces the concept of cooperative learning. Until the mid-1980s, this cooperative learning model has become popular in many schools which, in the early 1990s, China gradually began a cooperative study of research and experimentation. 2First, the mathematics classroom cooperative learning model to build the reasons With the development requirements of the scientific development concept of strategic thinking, building a moderately prosperous society and the goal of building a harmonious society under the guidance of the common needs of the whole country together. Cooperative learning model to effectively improve the personnel training needs of socialist society. Secondly, this teaching can be a good way to meet the development requirements of the new curriculum reform again, cooperative learning mode of education could well meet the psychological needs of students. contemporary rural high school students in mathematics have had varying degrees of boredom on the one hand is due to the mathematical basis of poor students, another aspect of mathematics teaching in rural areas lies in the lack of science teaching, so they are very abstract mathematical problems. Second, how to optimize the teaching process, 3‘cooperative learning’ mode (A master cooperation skills to enable students to learn to cooperate Cooperative skills mentioned here refers to the completion of cooperative learning in the classroom is very important to the process of building the foundation and prerequisite for the student only by mastering the skills to be able to cooperate in the learning process for exchanges and cooperation, so as to achieve the use of cooperative learning to enhance teaching quality. the first teacher in the classroom will be divided into a number of mathematics students in study groups, this way will help us to create a relaxed learning atmosphere. Secondly, the group encouraged students to appreciate one another. whether cooperative learning in the teaching process successfully carry out a very important reason is that group members are recognized each other, enjoy each other, support each other. (B team to complete the mathematical exploration activities after school Cooperative learning, each student will need to practice continuous process of self-discovery, and to consolidate the formation of the 4First in the form of cooperation within the group to explore the activities of the new curriculum reform, behind almost every unit has a learning a mathematical exploration activities, and these activities require students to use knowledge learned in the classroom for analysis and exploration, theory with practice firm display lit problem. So the way through group cooperation in a very short period of time after school to complete exploration activities on the one hand and effective training of the students the spirit of unity and cooperation among each other, the other side is also good to enhance the students’ sense of social responsibility, effective improve the quality of teaching. (Three to create a good working situation, to enable students to enjoy the process of cooperation Co-shape the quality of student participation in activities necessary to establish the basis of the above, at the same time participate in cooperative activities through the physical and mental pleasure is more willing to allow students into this learning, the opposite of cooperative learning if students do not feel the the feeling of 5accomplishment, no experience and interaction partners resulting pleasure, then the teachers how to lecture and then all of no avail. (D to strengthen monitoring and appropriate intervention Smooth implementation of cooperative learning needs of teachers, monitoring and investment, and in the whole learning process of teachers as a very important role in monitoring intervention Specific teachers should take the following measures, first silently observe and record students’ is how the process of cooperative learning to solve practical problems. Second, if the students found an error, you can ask students to suspend its activities and set an example of to demonstrate. Third, we must be good pay tribute to those able to fully use