A Practice And Study Of Cooperative Learning In Chemistry Teaching Of Senior High School

The twenty-first century,competition and cooperation more and more people concern and attention, only co-operation with others united in order to become a major event, only to maintain competition in the heart can continue to progress in the collective being always. So with the education reform in full swing in China’s primary and secondary, students quality education and capacity-building to become a top priority, the reform of teaching methods is also much the concern of the teachers. Explicitly proposes to encourage Cooperative Learning, Autonomous Learning and Inquiry Learning in the newly revised high school chemistry curriculum standards,cooperative learning was once considered the last decade the most important and most successful teaching reform. But cooperative learning in secondary schools is not mature, there are many problems so that do not form a good model,the context of this paper, qualitative research methods in the status of implementation of Cooperative Learning in Middle School Chemistry Teaching. Article a total of three chapters, first chapter described the background, significance, and research methods. The second chapter introduces the concept of cooperative learning, summarizes the theoretical basis of cooperative learning. The third chapter is the main part of the four parts, the implementation process of curricular, extra-curricular cooperative learning mode, problems and solving strategies. Finally, the analysis of questionnaires and interviews to explore the implementation of cooperative learning, the results show that the implementation of cooperative learning is not only a great help for the students’academic teachers teaching a great help. Benefit to improve students’academic performance, the formation of scientific thinking, a better understanding of subject knowledge,can also promote the development of students’abilities, attitudes changed:sense of cooperation, self-sense of participation, self-confidence, responsibility and endurance. Can reduce the teaching time of teachers’ organizations to accelerate the update of the teaching concept.