A Study Of Chemistry Group Cooperative Learning Pattern Combined With Task-driven Teaching In Senior High Schools

The group cooperative studying method is now widely applied in various subjects.However，this has turned into a trend，a popular form. In fact, some teachers are not clearabout how to carry out this effectively. As a result, the interest and creativity from studentsare greatly affected, that’s why the results are far from satisfaction. As we known, thetask-driven teaching method has its unique advantages in stirring up and maintainingstudents’ creativity. However, some problems might arise when this method was carriedout. For example, when a task was assigned to the students, it might take some of thestudents several minutes to successfully complete it, while others failed to complete itin the limited time. Therefore, the development of their competence of communicationand cooperation may be neglected, for more attention is focused on the completement ofthe task.In this paper, the study of chemistry group cooperative learning pattern combinedwith task-driven teaching was investigated. And I’ll explain how to inspire students to bemore cooperative based on the following three aspects of task designing, task conductingand task judging. The teaching pattern was carried out by three periods, includingdesigning the task, independently cooperating to complete the task and exploring the task.During the first period, teachers will offer some necessary resources to guide their studies,so that they could manage to finish the project on their own. During the second period,teachers had to solve the common problems related to the periods, and supposed to createdifferent atmospheres to encourage the students to challenge more difficult tasks, that’s tosay, the students were driven by the tasks to discuss the problems, present theirsolutions, challenge others’ opinions and judge their performances. In a word, moreaspects were taken into consideration in judging their competence of analyzing andsolving problems to promote their awareness of cooperation. Last but not least, teacherswould provide the students with more opportunities to apply their knowledge to practice and conduct their research after class by assigning some tasks related to their knowledgeand their daily lives.The teaching practice during a period of two semesters has proved that the chemistrygroup cooperative learning pattern combined with task-driven teaching has advantages inimproving the students’ grades, achieving their goals of gaining knowledge, promotingtheir effectiveness in their studies as well as their cooperative competence andresponsibility.