教师资格考试中学教育知识与能力章节考点(3.4)（teacher qualification examination, middle school education, knowledge and competence, chapter 3.4）

教师资格考试中学教育知识与能力章节考点34（TEACHERQUALIFICATIONEXAMINATION,MIDDLESCHOOLEDUCATION,KNOWLEDGEANDCOMPETENCE,CHAPTER34）THETEACHERQUALIFICATIONEXAMOFMIDDLESCHOOLEDUCATIONKNOWLEDGEANDABILITYTESTCHAPTER34THEFOURTHSECTIONTEACHINGORGANIZATIONFORMACONCEPT,TEACHINGORGANIZATIONFORMTHEORGANIZATIONALFORMOFTEACHINGISTHEMEANSTOACCOMPLISHSPECIFICTASKSOFTEACHING,TEACHERSANDSTUDENTSINACCORDANCEWITHCERTAINREQUIREMENTSCOMBINEDTOCARRYOUTTHEACTIVITIESOFTHESTRUCTURETHEORGANIZATIONALFORMOFTEACHINGISTOSTUDYHOWTEACHERSPUTSTUDENTSTOORGANIZETEACHINGACTIVITIES,HOWTOALLOCATETHETEACHINGTIME,HOWTOUSETEACHINGSPACEANDOTHERISSUESINTHETEACHINGACTIVITIES,TEACHINGTASKS,TEACHINGPROCESSIMPLEMENTATION,TEACHINGMETHODS,COURSE,MUSTBEWITHTHEUSEOFSOMEFORMOFORGANIZATIONTOIMPLEMENTTWO,THEHISTORICALDEVELOPMENTOFTHETEACHINGORGANIZATIONFORMTHEORGANIZATIONALFORMOFTEACHINGISGRADUALLYEVOLVEDINTHELONGPROCESSOFDEVELOPMENTOFHUMANPRACTICE,ITISWITHTHEDEVELOPMENTOFSOCIALPRODUCTIVITYANDTHEPROGRESSOFSCIENCEANDTECHNOLOGY,ACCORDINGTOTHESOCIALDEMANDFORTALENTCULTIVATION,CHANGECONDITIONSANDTEACHINGCONTENTANDTEACHINGMETHODSOFCONTINUOUSDEVELOPMENTATHEANCIENTSCHOOLTEACHINGORGANIZATIONFORMINANCIENTSOCIETY,DUETOTHELOWLEVELOFSOCIALPRODUCTIVITY,EDUCATIONISRULEDBYMONOPOLYCLASSEDUCATION,THENUMBERISNOTMUCH,SOTHESCHOOLEDUCATIONGENERALLYADOPTEDBYINDIVIDUALPROFESSORSFORMONEORTWOORSEVERALTEACHINGSTUDENTSBYATEACHER,INDEFINITELENGTHOFSCHOOLINGANDTEACHINGTIME,REGARDLESSOFTHEGRADE,SUBJECT,AGEANDEDUCATIONLEVELUNEVENFOREXAMPLE,DURINGTHEPERIODOFSUIANDTANGDYNASTIESINCHINATAKINGZHOUZHIATALLLEVELSOFOFFICIALSCHOOLSANDPRIVATESCHOOLS,THEVARIOUSSCHOOLSOFANCIENTGREECEANDROMEANDTHEMEDIEVALCHURCHSCHOOLSANDTHEPALACESCHOOL,USINGTHISHAND,ANDCONSTANTLYGIVEPERSONALADVICEONTHETEACHINGFORMTHEPROFESSORFORCENTRALIZED,DIFFICULTTOINDIVIDUALSYSTEM,SOTHESLOWSPEED,LOWEFFICIENCY,TIMECANONLYADAPTTOTHENUMBEROFSTUDENTSANDTHETEACHINGCONTENTISRELATIVELYSIMPLE,WITHCHARACTEROF“APPRENTICESHIP“TWOTHEMODERNSCHOOLTEACHINGORGANIZATIONFORMTHE1CLASSTEACHINGSYSTEMWITHTHEDEVELOPMENTOFEUROPEANCAPITALISTINDUSTRYANDTHEMODERNSCIENCEANDTECHNOLOGY,THEINDIVIDUALTEACHINGORGANIZATIONALFORMOFTHEORIGINALHASBEENUNABLETOMEETTHESOCIALREQUIREMENTS,THEEMERGINGBOURGEOISIEFORTHEDEVELOPMENTOFSOCIALPRODUCTIVITY,IMPROVETHEQUALITYOFWORKERS,TOENRICHTHETEACHINGCONTENT,EXPANDTHEEDUCATIONOBJECTANDEDUCATIONSCALE,THENBEGANTOTRYNEWCLASSESOFCLASSESINSIXTEENTHCENTURYTHEEUROPEANSCHOOLINSEVENTEENTHCENTURY,THEFAMOUSCZECHEDUCATORCOMENIUSSUMMARIZEDTHEEDUCATIONEXPERIENCE,INTHE“TEACHING“ANDOTHERWORKSOFFIRSTCLASSTEACHINGISANEWTEACHINGORGANIZATIONFORMTHIS,TODETERMINETHEBASICOUTLINEOFTHESYSTEMOFCLASSTEACHINGLATER,THEGERMANEDUCATIONHOMEHERBARTPROPOSEDTHETEACHINGPROCESSINTHEFORMOFSTAGETHEORYIECLEAR,LENOVO,SYSTEM,METHOD,THECLASSTEACHINGSYSTEMTOFURTHERIMPROVETHEBASICSHAPEFINALLY,THESOVIETEDUCATORKAILOVASTHEREPRESENTATIVE,PUTFORWARDTHETYPEANDSTRUCTUREOFCLASSTHEORY,THECLASSTEACHINGTHISFORMOFORGANIZATIONHASFORMEDACOMPLETESYSTEMOURUSEOFCLASSTEACHINGBEGANINTHEQINGDYNASTYINTHEFIRSTYEAR1862BEIJINGOPENEDTHECAPITALTONGWENHALLWITHTHEDEVELOPMENTOFSCIENCEANDTECHNOLOGYANDFURTHERDEVELOPMENTOFCAPITALISTDEMOCRACY,CLASSLIMITATIONSANDDRAWBACKSHAVEBECOMEINCREASINGLYPROMINENT,ANDPEOPLEARECONSTANTLYCRITICIZEDANDDENOUNCEDTHECLASSTEACHINGSYSTEMSUPPRESSESSTUDENTSPERSONALITY,HINDEREDTHEOVERALLDEVELOPMENTOFSTUDENTS,THEREFORMOFTHETRADITIONALCLASSTEACHINGSYSTEMISGROWING,ANDTHEEMERGENCEOFAVARIETYOFEXPLORATIONANDTRYTOTHESEREFORMSCANBEDIVIDEDINTOTHREETYPES1ADHERETOTHESYSTEMOFCLASSTEACHINGISTHEBASICORGANIZATIONALFORM,WITHNEWFORMSOFORGANIZATIONFORTHESYSTEMOFCLASSTEACHING,TODIVERSIFYTEACHINGCLASSBASEDTEACHINGORGANIZATIONFORM,SUITABLEFORTHECHARACTERISTICSOFTHETEACHINGACTIVITIESANDLEARNINGENVIRONMENTFOREACHSTUDENT2ADVOCATESCOMPLETELYBREAKTHECLASS,GRADEBOUNDARIES,SEEKINGNEWFORMSOFTEACHINGORGANIZATION3TOEXPLOREALOSINGBOTHCOLLECTIVEANDPERSONALINFLUENCE,INDEPENDENTEXPLORATIONOFTEACHINGORGANIZATIONFORM,INORDERTOIMPROVETHEQUALITYANDEFFICIENCYOFTEACHINGTWOBAERLANCASTERBAERLANCASTERWASALSOKNOWNASTHE“MONITORIALSYSTEM“,PRODUCEDINLATEEIGHTEENTHCENTURYEARLYNINETEENTHCENTURYHANDICRAFTINDUSTRYTOBIGMACHINEINDUSTRYTRANSITIONPERIOD,ITSFOUNDERWASAMANNAMEDBAERWHOWASABRITISHCLERGYMANANDTEACHERINLANCASTERSPECIFICPRACTICESBAERMADEINLANCASTERARETEACHERSTOTEACHOLDERSTUDENTS,THENBYTHEBESTOFTHEM“GUIDINGSTUDENTSTOTEACHYOUNGORPOORSTUDENTSTOLEARNBAER,ALANCASTERBASEDBUSINESSISSTILLINCLASS,BUTTHETEACHERISNOTDIRECTLYFORTHEWHOLECLASS,BUTFORSOMESTUDENTS,“STUDENTGUIDE“DOUBLETRACKSYSTEMOFTHISKINDOFORGANIZATIONALFORMOFTEACHINGANDEDUCATIONTOADAPTTOTHEBRITISHBECAUSETHEMAJORITYOFWORKERSCANONLYLEARNINELEMENTARYSCHOOLCHILDREN,SIMPLEEQUIPMENT,LACKOFTEACHERS,LACKOFTEACHERSANDTHETEACHINGLEVELOFTHEREQUIREMENTSISNOTHIGH,ONLYTHE“DELEGATE“TYPEOFTEACHINGORGANIZATIONFORMINFACT,THEORGANIZATIONALFORMOFTEACHINGSCHOOLS,TEACHINGQUALITYISLOW,ITISDIFFICULTTOMEETTHEREQUIREMENTSOFTHEQUALITYOFSCHOOLEDUCATIONININDUSTRIALPRODUCTION3DALTONIN1920,THEUNITEDSTATESPARKHURSTCREATEDANEWFORMOFTEACHINGORGANIZATIONINMASSACHUSETTS,DALTONMIDDLESCHOOL,CALLEDTHEDALTONSYSTEMACCORDINGTOTHEDALTONCRITERION,THETEACHERNOLONGERCLASSSTUDENTSTOSYSTEMATICALLYTEXTBOOK,BUTONLYFORTHESTUDENTSSELFREFERENCEBOOKS,RESPECTIVELYDESIGNATEDASSIGNMENTS,BYSTUDENTSTHEMSELVESANDWORKINDEPENDENTLY,ISDIFFICULTWHENPLEASETEACHERGUIDANCETHETASKOFLEARNINGAMONTHLYARRANGEMENT,AFTERTHECOMPLETIONOFACCEPTANCEOFNEWLEARNINGTASKSWHENTHESTUDENTSFINISHACERTAINSTAGEOFTHELEARNINGTASK,TEACHERSTOSTUDYANDACCEPTEXAMINATIONREPORTBECAUSEEACHSTUDENTSABILITIESANDINTERESTSAREDIFFERENT,THEIRLEARNINGTASKSANDCONTENTSOFTHECOURSEAREDIFFERENT,EVENUNRELATEDISTHEMOSTREMARKABLECHARACTERISTICOFDALTONFORTHESTUDENTSSELFLEARNINGANDINDEPENDENTOPERATIONS,INGOODCONDITION,TOMOBILIZETHEINITIATIVEOFSTUDENTS,CULTIVATETHEIRLEARNINGABILITYANDCREATIVEABILITYTHEREFORE,THISKINDOFORGANIZATIONALFORMOFTEACHINGHASOBTAINEDTHEAFFIRMATIONANDAPPRECIATIONOFDEWEY,ANDWASPOPULARINTHEUNITEDSTATES,ANDIN1920STHEBEGINNINGOFTRANSMISSIONINCHINABUTTHEPRACTICEPROVESTHATTHELEADINGROLEOFNEGATIVETEACHERS,FROMTHETEACHERTOGUIDEANDORGANIZETHETEACHINGORGANIZATIONFORMISNOTCONDUCIVETOTHEIMPROVEMENTOFTEACHINGEFFECTWITHTHEDECLINEOFPROGRESSIVEEDUCATION,DALTONISGRADUALLYDISAPPEAREDDALTONALTHOUGHTHEREISNOTALONGTIME,BUTITPAYSATTENTIONTOSTUDENTSSELFLEARNINGANDINDEPENDENTOPERATIONINTENTION,BUTHASAGREATINFLUENCEONSOMEOFTHELATERTEACHINGORGANIZATIONANDTEACHINGREFORMTHE4NATEKASYSTEMTHENATEKASYSTEMISAKINDOFTEACHINGORGANIZATIONFORMBYTHEAMERICANSINL919WASHBURNEINTHECHICAGOSUBURBOFTHETOWNPUBLICHIGHSCHOOLHASNATEKAINTHISPAPERNATEKASYSTEM,CURRICULUMISDIVIDEDINTOTWOPARTSONEPARTACCORDINGTOTHESUBJECT,STUDENTSINDIVIDUALLEARNINGBYREADINGWRITINGCALCULATINGANDHISTORYANDGEOGRAPHYKNOWLEDGEANDSKILLSTHEOTHERPARTTHROUGHMUSIC,ART,SPORTS,ANDSETUPSHOPS,RALLIESANDOTHERFORMSOFAUTONOMOUSORGANIZATIONTOCULTIVATEANDDEVELOPSTUDENTSTHE“SOCIALCONSCIOUSNESS“THEFORMERTHROUGHINDIVIDUALTEACHING,THELATTERTHROUGHGROUPACTIVITIESTHECHARACTERISTICSOFTHISKINDOFORGANIZATIONALFORMOFTEACHINGISFIRST,THEREARESPECIFICLEARNINGOBJECTIVESANDCONTENT,THEREAREVERYDETAILEDANDSTEPSOFSELFSTUDYMATERIALSFOREACHUNITSECOND,APPLICATIONOFVARIOUSDIAGNOSTICTESTTOCHECKFORLEARNINGEACHUNITOFSTUDENTSINTHISTEST,THEFIRSTTESTEXERCISE,EXERCISE,SELFCORRECTIONBYTHESTUDENTSTHEMSELVES,TODOUNTILNOWTHIRD,THROUGHSELFSTUDYANDDIAGNOSTICTESTS,WECANSTUDYTHETEACHINGCONTENTSINTHENEXTUNITFOURTH,TEACHERSOFTENGOTOTHESTUDENTS,BECAUSE,BECAUSE,BECAUSEOFINDIVIDUALGUIDANCETHREETHEORGANIZATIONFORMOFCONTEMPORARYFOREIGNTEACHINGREFORMTHE1GROUPTEACHINGGROUPTEACHINGFIRSTAPPEAREDINLATENINETEENTHCENTURYEARLYTWENTIETHCENTURY“WORLDWARII“,WITHEUROPEANDTHEUNITEDSTATESONTHE“TALENTEDUCATION“ATTENTION,THISKINDOFTEACHINGORGANIZATIONFORMONCEAGAINAROUSEDPEOPLESATTENTIONANDFURTHERIMPROVED,WHICHAIMSTOOVERCOMETHEDEFECTSOFTHESYSTEMOFCLASSTEACHINGUNDERTHECONDITIONOFDIFFICULTTOADAPTTOTHEINDIVIDUALDIFFERENCESOFSTUDENTS,ISNOTCONDUCIVETOINDIVIDUALIZEDDEFECTSTHESOCALLEDGROUPTEACHING,REFERSTOTHESTUDENTSLEARNINGABILITYORACHIEVEMENT,DIVIDETHEMINTOSEVERALDIFFERENTLEVELSOFTEAMTEACHINGGROUPTEACHINGISTHEREFORMOFTHECLASSTEACHINGANDIMPROVE,BUTARENOLONGERGROUPEDACCORDINGTOAGE,BUTLEARNINGABILITYORACHIEVEMENTGROUPTEACHINGGENERALLYHAVETWOKINDSOFINTERNALANDEXTERNALPACKETPACKET1INTERNALPACKETTHEPACKETISINTHETRADITIONALAGECLASSESUNDERTHEPREMISEOFGROUPINGTEACHINGACCORDINGTOTHEDEVELOPMENTOFSTUDENTSLEARNINGABILITYANDLEARNINGACHIEVEMENTSITUATION2EXTERNALPACKETTHEEXTERNALPACKETISCOMPLETELYBREAKTHETRADITIONALWAYOFGROUPING,GROUPINGTEACHINGACCORDINGTOTHESTUDENTSLEARNINGABILITYANDLEARNINGACHIEVEMENTDIFFERENCETHEMOSTSIGNIFICANTADVANTAGESOFTEACHINGISTHATITISMORESUITABLETHANTHECLASSTEACHINGLEVELANDSTUDENTSINDIVIDUALCHARACTERISTICS,FORSTUDENTS,ISCONDUCIVETOTHECULTIVATIONOFTALENTSHOWEVER,ITSTILLEXISTSSOMEPROBLEMSONEISTHEABILITYANDLEVELISDIFFICULTTOSCIENTIFICALLYIDENTIFYTHESTUDENTSTWOINTHETREATEDGROUPTEACHING,STUDENTS,PARENTS,TEACHERSANDSCHOOLSWILLOFTENDEMANDCONTRADICTIONTHREEISTHESIDEEFFECTCAUSEDBYALARGEGROUPOFSTUDENTS,FASTEASYTOPRODUCEPROUDMOOD,THEORDINARYCLASS,SLOWSTUDENTSLEARNINGENTHUSIASMISREDUCED2TRUMPTRUMPWASALSOKNOWNASTHE“FLEXIBLECURRICULUM“INTHEUNITEDSTATESIN1950S,BYEDUCATIONPROFESSORLLOYDTRUMPFOUNDEDTHISKINDOFORGANIZATIONALFORMOFTEACHINGLARGECLASSES,TRYINGTOSMALLGROUPDISCUSSIONSANDINDIVIDUALWORKTOGETHER,ANDADOPTFLEXIBLETIMEUNITSINSTEADOFTHEFIXEDUNIFORMCLASSTIME,TAKESABOUT20MINUTESFORTHECALCULATIONOFTIMEUNITS1CLASSTWOORMORETHANTWOCLASSESTOGETHERINCLASSTEACHINGBYMEANSOFMODERNLECTURE,THETEACHERRESPONSIBLEFORTHERISEABOVETHECOMMONHERD2CLASSDISCUSSIONABOUTEVERYCLASSOF20PEOPLE,LEDBYTHETEACHERORSTUDENT,STUDYANDDISCUSSTEACHINGMATERIALSINLARGECLASSES3INDIVIDUALOPERATIONPARTOFTHEJOBASSIGNEDBYTHEINSTRUCTOR,PARTOFTHEJOBBYTHESTUDENTCAFETERIA,INORDERTOPROMOTETHEDEVELOPMENTOFSTUDENTSPERSONALITYINTHETEACHINGACTIVITIES,CLASS,CLASSDISCUSSIONANDINDIVIDUALWORKINTERSPERSEDTOGETHER,THEIRSHAREOFTHETEACHINGTIMEFORCLASSDISCUSSIONCLASSACCOUNTEDFOR40,ACCOUNTINGFOR20,ACCOUNTINGFOR40OFTHEINDIVIDUALOPERATIONSTHETRUMPSYSTEMOFTEACHINGLARGECLASSESTHETEACHERSMUSTFULLYPREPARELESSONS,TEACHERSSHOULDALSOBERESPONSIBLEFORCLASSDISCUSSIONTOGUIDETEACHERSSTILLPLAYANIMPORTANTROLEALSO,BECAUSETHESTUDENTSHAVEACERTAINTIMEFORSELFSTUDY,DISCUSSIONANDINDEPENDENTSTUDY,SOITISHELPFULTOCULTIVATESTUDENTSTHINKINGANDSOLVINGPROBLEMSANDTHEABILITYOFINDEPENDENTSTUDY,ANDTOHELPSTUDENTSTOGETINFORMATIONFROMVARIOUSCHANNELS3TEAMTEACHINGTHETEACHINGTEAMCALLED“COOPERATIVETEACHING“ISANATTEMPTTOREFORMTHETEACHINGORGANIZATIONFORM,INORDERTOEXPLORETHESPECIALTOINDIVIDUALTEACHERS,IMPROVETHETEACHINGEFFECTTHEBASICCHARACTERISTICSOFTHETEACHINGTEAMISTOTAKETWOORTWOORMOREOFTHETEACHERSCOOPERATIONINEDUCATION,ACCORDINGTOTHEIRABILITYANDEXPERTISETOFORMTHE“COMPLEMENTARYSTRUCTURE“,THROUGHCOOPERATION,THEYASSUMEDIFFERENTROLESANDTASKSINTHETEACHINGWORKTOGETHER,INCHARGEOFACLASSORAFEWCLASSESOFTEACHINGWORKTEAMTEACHINGHASTHEFOLLOWINGCHARACTERISTICS1TEACHINGGROUPCANBEDIVIDEDINTOGROUPSANDGROUPTWO,TEACHINGGROUPCONSISTSOF56TEACHERS,TEACHINGSMALLGROUPCONSISTSOF3TEACHERS2“TEAMLEADER“AND“SENIORTEACHERS“TEACHINGTHEWORKOFTHEGROUPANDISRESPONSIBLEFORHOSTINGLARGECLASSES,OTHERTEACHERSARERESPONSIBLEFORTEACHING,CLASSORGROUPDISCUSSIONANDINDIVIDUALCOUNSELING3INGROUPTEACHING,TEACHERSACCORDINGTOTHEACADEMICNEEDSANDPERSONALEXPERTISEINTURNTEACHINGTHEADVANTAGESOFTHETEACHINGTEAMOFOUTSTANDINGPERFORMANCEINITISTHEOPTIMALCOMBINATIONOFARATIONALANDEFFECTIVEUSEOFTEACHERTALENTRESOURCES,NOTONLYTHATEACHTEACHERSINTERESTANDEXPERTISEAREEFFECTIVELYPLAY,BUTALSOCONDUCIVETOMUTUALLEARNINGANDEXCHANGESBETWEENTEACHERSANDIMPROVEATPRESENT,INTHEUNITEDSTATESANDSOMEOTHERWESTERNCOUNTRIESHAVETHESAMETEAMTEACHINGSOMENEWTEACHINGORGANIZATIONFORMSUCHASTEACHING,TRUMPETCTOGETHER,FORMEDANEWFORMOFTEACHINGORGANIZATION4COOPERATIVELEARNINGSINCE70SAND80STWENTIETHCENTURY,THEWESTLAUNCHEDANEXTENSIVEDISCUSSIONONCOOPERATIVELEARNING,TRYINGTOAPPLYCOOPERATIVEPRINCIPLEOFSOCIOLOGY,GROUPDYNAMICSINPRIMARYANDMIDDLESCHOOLTEACHINGPRACTICE,SOASTOPROVIDETHEBASISFORIMPROVINGTEACHINGQUALITYTHATTHETHEORYOFCOOPERATIVELEARNING,INCLASSTEACHING,THESTUDENTSTHEREARETHREEFORMSOFORGANIZATION,NAMELY,COOPERATION,COMPETITIONANDIRRELEVANTTHEYPUTFORWARDTHROUGHEXPERIMENTALSTUDY,PACKETSTRUCTUREOFGROUPCOOPERATIONSHOULDBETHEMAINFEATURESOFCLASSROOMTEACHINGORGANIZATIONFORM,ONLYTHESTRUCTURECANPLAYAPOSITIVEINTERACTIONBETWEENSTUDENTGROUPSEFFECT,SOASTOIMPROVETHEOVERALLEFFICIENCYOFTEACHINGWORKTHEMAINFEATURESOFCOOPERATIVELEARNING1GROUPHETEROGENEITY,INTERGROUPHOMOGENEITYLAIDTHEFOUNDATIONFORTHEHETEROGENEITYWITHINTHEGROUPBETWEENSTUDENTSANDSTUDENTSMUTUALAIDANDCOOPERATION,ANDINTERGROUPHOMOGENEITYFOREACHCLASSBETWEENTEAMTOCARRYOUTFAIRCOMPETITIONTOCREATETHECONDITIONS2THEINTEGRATIONOFTASKPARTITIONTEAMMEMBERSHAVEASTRONGDEPENDENCEONTHELEARNINGCONTENTANDLEARNINGRESULTS,EACHGROUPSHAREISSUE,THENTHEWHOLECOLLECTION,EFFECTIVELYMOBILIZETHEENTHUSIASMOFTHESTUDENTS,TOREALIZETHESHARINGOFRESOURCES3PERSONALCOMPUTINGRESULTS,THETEAMTOTALSCOREINCOOPERATIVELEARNING,EVERYONEMUSTRELYONOUROWNEFFORTSTOFINISHTHETASK,MAKEACONTRIBUTIONTOTHETEAMSTUDENTSWHOSTUDYPOORWILLWITHTHEHELPOFOTHERSTUDENTSANDPERSONALEFFORTS,NOLONGERDRAG4FAIRCOMPETITIONANDREASONABLECOMPARISONINCOOPERATIVELEARNING,CANCELNORMREFERENCEDASSESSMENT,ACCORDINGTOTHEACADEMICPERFORMANCEOFSTUDENTS,STUDENTSANDSTUDENTSWITHPOORSTUDENTSANDPOORSTUDENTSWITHTESTGROUP,TESTGROUPWHICHTEAMPERFORMANCEANDTEAMSCORESOFEACHTESTGROUPLINKEDTOEACHMEMBEROFTHEGROUP,THEFIRSTSTUDENTSANDPOORSTUDENTSARETHEFIRSTGROUPOFTHEIRORIGINALTEAMWONTHESAMENUMBEROFPOINTSTHISONEREASONABLECOMPETITION,INTHEORIGINALSTARTINGPOINTFAIREVALUATIONOFITSCONTRIBUTIONTOTHEPRACTICE,MAKEEVERYSTUDENTINSPIRED5ASSIGNROLES,SHARELEADERSHIPCOOPERATIVELEARNINGMUSTBEDESIGNATEDCOORDINATOR,READINGCLERK,CLERK,OPERATOR,COMPUTER,RAPPORTEURRESPECTIVELY,INDIFFERENTLEARNINGTASKS,ROLESMAYSWAPTURNS,THUSENSURINGTHETEAMCOOPERATIVELEARNINGCLEARDIVISIONOFLABOR,INORDER,ANDMAKEPEOPLELONGTOMAKEFULLUSEOFTHEBASICORGANIZATIONFORMOFCLASSTEACHING,THREETEACHINGWORKATPRESENT,INTHETEACHINGPRACTICEINCHINAANDMANYOTHERCOUNTRIES,CLASSROOMTEACHINGISTHEBASICORGANIZATIONALFORMOFTEACHINGWORKTHISISBECAUSEITHASTHEADVANTAGESWHICHCANNOTBEREPLACEDOTHERFORMSOFTEACHINGORGANIZATION,STILLPLAYSAMAJORROLEINIMPROVINGTHETEACHINGQUALITYANDEFFICIENCYATHEBASICFEATURESOFCLASSTEACHINGTHESOCALLEDCLASSTEACHING,REFERSTOTHEAGEORLEVELOFLEARNING,THESTUDENTSINTOAFIXEDNUMBEROFCLASSESBYTEACHERSACCORDINGTOTHETEACHINGPLANUNIFIEDCONTENTANDTHENUMBEROFHOURS,ANDTEACHINGORGANIZATIONFORMACCORDINGTOSCHEDULECOMPAREDWITHTHEINDIVIDUALTEACHINGORGANIZATION,CLASSTEACHINGHASTHEFOLLOWINGBASICCHARACTERISTICSFIRST,INORDERTO“BAN“ASTHEUNIT,THESTUDENTSACCORDINGTOTHEAGEANDLEVELOFKNOWLEDGEINTOAFIXEDCLASSRESPECTIVELYSECOND,TOTHE“CLASS“ASAUNIT,EACH“CLASS“PROVISIONSINTHEUNIFIEDANDFIXEDINUNITTIME,TEACHERSANDSTUDENTORIENTEDTEACHINGTHIRD,TO“CLASS“ASTHEUNIT,THETEACHINGCONTENTANDTEACHINGMETHODS,TEACHINGMEANSINTHE“CURRICULUM“,THETEACHINGACTIVITIESINTOEACHTEACHINGUNITISRELATIVELYCOMPLETEANDCONNECTEDTOEACHOTHER,SOASTOENSURETHEINTEGRITYANDSYSTEMATIZATIONOFTHETEACHINGPROCESSTWOTHEADVANTAGESANDLIMITATIONSOFTHE1CLASSTEACHINGCLASSTEACHING1ITCANSCALEFORALLSTUDENTSINTEACHINGATEACHERCANTEACHMANYSTUDENTS,SOTHATALLSTUDENTSGOFORWARDTOGETHER,HELPTOIMPROVETEACHINGEFFICIENCY2ITCANGUARANTEETHELEARNINGSTEPBYSTEP,ANDENABLESTUDENTSTOOBTAINASYSTEMOFSCIENTIFICKNOWLEDGE,TOMAKETEACHINGWORKEVERYTHINGINGOODORDERANDWELLARRANGED3ITCANENSURETHATTEACHERSPLAYALEADINGROLE,FIRSTISTHETEACHERTEACHINGSYSTEM,ANDONTHISBASISTODIRECTTHEWHOLEPROCESSOFSTUDENTLEARNING4TIMEUNITSFIXEDCLASSSIZEANDUNIFORM,WITHTHECONTENTANDPROGRESSTOTHESCHOOLTOARRANGETHETEACHINGOFALLSUBJECTSANDSTRENGTHENTHETEACHINGMANAGEMENT,SOASTOWINTHEHIGHSPEEDDEVELOPMENTOFT