An Experimental Research On The Constructive-Cooperative Learning Of Chemistry

Cooperative learning, as a teaching theory and strategy system, having been broadly accepted and widely used all over the world. Compared with the traditional class system, cooperative learning has an outstanding advantage in promoting the communications among the students , developing their social skills and social emotions and improving teaching quality in a broad sense . During the process of the deve]Iopment of the cooperative learning into maturity, there occurs the trend that it will melt with other relative teaching theories. Through the deep study of cooperative learning theory and constructive theory, we find that these two theories are complementary to each other. Constructivism emphasized that students cannot gain knowledge simply from the teachers or other people but by making a construction of knowledge based on those they have owned. Constructivism learning theory considered "context", "cooperation", "conversation" and "meaning construction" as the four basic factors of learning environment. Constructivism also stressed on the influences made by the interactions among the students to the activity of study. It believes that learning is a process of constructing meaning, which is realized by the cooperative activities of people under certain circumstances. To apply the thought of constructivism to teaching is obviously difficult for the traditional class teaching. While the cooperative learning, the special form of class teaching, supplies the environments for the constructive learning, especially supplies the opportunity to realize the interactions, co operations and conversations among the students. So, the teaching form of cooperative learning can help us carry out the constructive teaching method. But in the former studies of the cooperative learning theory and practice, the building of environment and the process of meaning construction in learning are seldom concerned . Therefore, to infiltrate the thought of constructivism can made cooperative learning develop further. Thus, ii: is necessary and possible to fuse the theory of constructivism with the theory of cooperative learning. With this purpose, we, suggested by our tutor, call the cooperative learning infiltrated by the thought of constructivism "Constructive-Cooperative Learning", and made it our topic to study.Having carefully studied the theories of cooperative learning and constructivism, we proposed the characteristics, teaching principles and teaching modes of constructive-cooperative study. With class 3, Grade 2, Liuzhou No .1 senior school as the experimental class, we grouped the students in chemistry teaching following the principle that in one group the students are at different levels but the different groups are at the same level. During the cooperative learning of the groups, we put into the learning factors of constructivism and apply constructive-cooperative teaching method into it. According to the principle of active learning, cooperative complementary principle and the principle of meaning construction, we help the students make afull use of their subjectivity in class, give them chances to use their brains , hands and to express themselves , and let them make a knowledge construction initially , thus to fulfill the aim of meaning construction In teaching, we constructed a variety of class modes according to different contents, such as Probing Instruction, Context Joining Instruction, and Random Access Instruction. We manage to apply these to teaching, they are: the learning initiatives of students, the effective mutual activity, the practicality of gaining knowledge by themselves, the fine organization of learning materials, the real understanding and reflection of the students.After a half year's teaching experiment and research, it is proved that the experimental class conduced by the teaching method of constructive-cooperative learning not only have a better achievement but also more interested and initiative in learning and have a higher meta-cognition ability (the ability of self-control, self-reflecti...