小组合作学习是在世界范围内得到广泛应用的一种课堂学习模式。在新课程改革的背景下，地理课堂教学中的许多内容都可以和小组合作学习相结合，体现以学生为主体的根本思想。通常认为，在小组合作课堂中，学生能够发挥自主学习的能力，学生之间通过互助协作的方式，比传统学习方式更能容易理解知识。因此，在地理课堂中实施小组合作学习很有必要。本文以初中地理课堂为载体，以孝感市文昌中学学生为研究对象，在探究合作学习内涵的基础之上，将小组合作学习模式应用到地理课堂上，并对学生的课后反馈加以问卷调查分析，得出自己的一些反思和改进策略。 论文选择两个班级为实验班级，分别建立了合作小组，制定了小组评价机制；设计并实施了三个不同教学内容的小组合作学习课堂教学过程，在课后写出自己的教学反思，对小组合作学习在初中地理课堂教学中的有效性进行了检验。通过成绩比较和问卷调查，研究发现，小组合作学习基于一些因素，在一定程度上能够提高学生的学习成绩，显示出有效的一面。但是，小组合作学习在一些因素的干扰下，也存在低效的一面。据此，论文提出了小组合作学习在初中地理课堂教学中应用的一般策略和和改进建议。

Group cooperative learning is a widely used classroom learning mode in the world. In the context of the new curriculum reform, many of the contents in the geography classroom teaching can be combined with the group cooperative learning, reflecting the basic idea of the students as the main body. It is generally believed that in group cooperative classes, students can play the ability to learn independently. Students can understand knowledge more easily than traditional learning methods through mutual cooperation. Therefore, it is necessary to implement group cooperative learning in geography class. This paper takes the junior high school geography class as the carrier and takes the students of Wenchang middle school in Xiaogan as the research object. On the basis of exploring the connotation of cooperative learning, the group cooperative learning model is applied to the geography class, and the students' feedback after class is investigated and analyzed, and some introspection and improvement strategies are obtained. In this paper, two classes are selected as the experimental class, the cooperation group is set up, the group evaluation mechanism is formulated, and the group cooperative learning process of three different teaching contents is designed and implemented, and the teaching reflection is written out after class, and the effectiveness of the group cooperative learning in the junior high school geography classroom teaching is carried out. Test. Through the results comparison and questionnaire survey, the study found that group cooperative learning based on some factors, to a certain extent, can improve students' academic performance and show an effective aspect. However, group cooperative learning is also inefficient under some factors. Accordingly, the paper puts forward general strategies and improvement suggestions for group cooperative learning in junior middle school geography classroom teaching.