A Research On Transformation Of Students With Learning Difficulties Through Implementation Of Cooperative Learning In High School Chemistry Teaching

According to the current policy of college entrance examination inJiangsu province, under normal circumstance, high school graduates in2013must pass academic proficiency tests (known as "preparatorycollege entrance exam") on the four required subjects other thanChinese, Mathematics and English in18and19March2012. Only whenstudents reach Grade C or above on the four subjects are theyqualified to sit the university entrance examination in2013.In this paper the author selected the senior two students with mostlearning difficulty in Chemistry in the history and geography electiveclass (Chemistry is not an elective subject in such class.) as subjects inthe study. These students have the weakest foundation and muchdifficulty in passing the chemistry academic proficiency test of Jiangsuprovince. In the first round of the review about the high school chemistryacademic proficiency test (September2011-February2012), theresearch method of questionnaire has been adopted to investigateand analyze the cause of non-intellectual factors about the studentswith learning difficulty in Chemistry in the class. Then the quasiexperimental method, namely, the form of cooperative learning as apriority, has been used in the study. In the process of "teaching" and"learning", the author lays great emphasis on the relationship betweenknowledge and summarizations of some rules. All this is aimed toenhance such students’ non-intellectual factors such as learningmotivation, interest and self-efficacy to ensure they can pass preparatory college entrance examination in2012.Finally, the author will draw a conclusion through collection,analysis and discussion about relevant materials and data as well asteacher’s observation and interview: Focusing on cooperative learning,in the process of "teaching" and "learning", the author lays greatemphasis on the relationship between knowledge and summarizationsof some rules, which could enhance students’ learning interest,motivation and the sense of self-efficiency; in addition, the academicperformance of the students with learning difficulty improvedcompared with that of students in the control class.