"circular" High School Chemistry Practice Of Cooperative Learning Research

The 21st century is not only a competitive era, but also the era of cooperation. Theinterpersonal communication and international cooperation are increasingly close with theprogress of science and technology and the refinement of social division of labor. Therefore,team work has become a basic requirement for talent. How to cultivate students’sense andability of cooperation has become a hot issue of universal concern in the worldwide. Cooperativelearning, as an innovative and effective teaching theory and strategy, has been widely applied inprimary and secondary schools of many countries and has made remarkable achievements.United Nations Educational Scientific and Cultural Organization (UNESCO) pointed out in“Education—treasure hidden within”that cooperation is one of the four pillars of education inthe 21st century.“The decision of the State Council concerning the reform and development ofelementary education”required that cooperative learning and communication should beencouraged and promoted to reach common development and promotion both in teaching andlearning.However, we discover today that there are still some errors in cooperative learning and theadvantages of cooperative learning have not been brought into full play. The theory ofcooperative learning has been produced for many years, and emerged the following methods:Students Team-Achievement Divisions, Teams-Games-Tournament, Jigsaw, and LearningTogether. But the application of the methods was not very effective in high school chemistryclass. The possible reason for this may be the low efficiency in class. This may bring the conflictwith the reduced chemical class time caused by the new reform in curriculum. Very few teachersdare to allow students for open cooperation and communication, because it is unable to fulfill thetask and thus delay the progress of teaching. Most of the existing models of cooperative learningin classroom is the sub-group discussion. This temporary sub-group discussion is loose, simpleand not clear in division of labor, which just provide students a place to express their personalopinions. The individuals are difficult to promote their cooperative sense and ability due to thenature organization of such groups, which is short-term, loose and temporary.The purpose of this paper is to expound a teaching mode which can adapt to the currentrequirement of the new curriculum reform, enhance students’cooperative efficiency and ability.This paper is innovative in both theory and practice, which focuses on classroom reality and highlights the details and significance of the teaching mode. Therefore, it is a practice researchfrom the first-line teaching.The paper is divided into five sections:The first section proposed the problem and mainly discussed the following points: theresearch background, the current research status at home and abroad, the objectives, the tasks,the methods, and the significance of cooperative learning in high school chemistry.The second section is an overview of theory of cooperative learning, which mainlydiscussed the concept of cooperative learning, the background, the basic elements, operatingmechanism and the basic methods.The third section is the practice research of cooperative learning in groups of high schoolchemistry. This part discussed in detail the significance and principle of the mode of circulatingcooperation in high school chemistry which was practiced by the author.The fourth section is the teaching experiment of circulating cooperation mode in highschool chemistry, including experimental objectives, methods, procedures and result analysis.The fifth section is the facing problems and prospects.