Investigation And Reflection Of Implementation Of Groups'cooperative Learning In Chemistry Class Of Senior Middle Schools

since the late 20th century, groups'cooperative learning has introduced by chinese researchers ,during 20 years , many researchers have done a lot of probe into cooperative learning. Looking at the results of these studies, the present detailed situation about chemistry class in high school is deficient, while ,due to inappropriate content selecting and teachers'inappropriate guide, the cooperative learning is inefficient. thus,the research aims to spy out problems in the cooperative learning process of implementation,find out the deep cause of problems and summarize cooperative learning team model of the implementation . finally,Investigation and Reflection will give direct significance for teaching practice.This article elaborates three fields,for example: the historical development of cooperative learning;the studies of the organization of groups and the discussions about cooperative learning in class. Then rooted in the basis of social Interdependence theory,teaching engineering theory,teaching theory of cognitive constructivism theory,Refined theory of cognitive and The Basic Elements and Techniques of Cooperative Learning theory,these theories give me four suggestions: the questions or tasks designed by teacher whether or not arouse students to ponder and cooperate ; members of cooperative groups whether or not complement each other ; cooperative learning whether or not pay attentions to discussion and intercommunion; valuate students comprehensively after cooperative learning .I selected a cooperative learning's model schools and used classroom observation form, instructional design survey,evaluation exercises and questionnaires to track the classroom, teachers and students. I specifically selected 9 perspectives: The number of members; The members'structure of basic condition; The seats'distribution of members in the classroom; Content selection of group cooperation in classroom ; Identification of problem or task; The division of labor in Cooperative group;Length Distribution;Evaluation of the effectiveness of groups'cooperative learning in classroom.This study of Investigation and Reflection analyzes the whole situation from 3 aspects: The basic facts of this school;The general pattern of groups'cooperative learning;The effectiveness of groups'cooperative learning in classroom. Then illustrates the situations of 4 strategies respectively: The situation of the Organizational strategies of groups;The situation of Content Selection strategies;The situation of Cause and Management strategies and the situation of Length Distribution strategies. The following conclusions after a large number of classroom observations:The implementation of cooperative learning group has not yet reached the level of a day-to-day work in classroom teaching of Samples;The general pattern of groups'cooperative learning is:goals present---independent thinking---discussion in groups ---intercommunion between groups--- assessment of teachers;Sitting at the head facilitate the discussion groups has insteaded of sitting at rows in Classroom;No matter what kind of knowledge,can be designed to discuss the topic for cooperative learning groups;It is important for teachers to design problems or tasks for Cooperative learning groups,and organize students to choose the right time to cooperate;The process of cooperation,teachers need to require students to reverse roles timely;In the course of groups cooperative learning, the teachers should allocate time appropriately in the process of interacting;To some extent,Group's Cooperative Learning has changed students'way of learning, improved relations among students, Cooperative capacity with each other, linguistic competence for conveying and academic performance, but still high Percentage of students think that the most important problems in learning chemistry is how to study chemistry on their own.