Study On The Difficulties And Countermeasures Of High School Chemistry Cooperative Learning

Cooperative learning is a learning style in which the group is the basic form,based on the independent thinking of the students,through mutual discussion,mutual communication and mutual help among the members of the group,to complete common problems and to evaluate the students based on the overall score of the group.At present,cooperative learning has been widely used in classroom teaching.Although it has achieved certain effects,there are some problems that don't really make cooperative learning play its value sometimes.This article is to research the problems which has been found in the teaching of high school chemistry by the way of cooperative learning and propose reasonable countermeasures to improve the effect of cooperative learning and improve the quality of teaching.Through the questionnaire of students and the interview with teachers,combined with the usual observation of the teachers',it is found that the application of cooperative learning in the teaching of high school chemistry has obvious advantages,which have mainly reflected in four aspects.For example,it is beneficial to enhance students'collective sense of honor and responsibility,improve students' ability to communicate and express,improve students' interest in learning chemistry and improve students'experimental operation ability.At the same time,it is also found that there are many problems in the teaching of chemistry by the way of cooperative learning.These problems are summarized between the students and teachers.The problems existing in the students are as follows.For example,the cooperative goal is not clear,the cooperative consciousness is not strong,the cooperative skills are not available,the division of responsibility is inappropriate and the psychological quality is not reached the standard.The problems existing in the teachers are as follows.For example,the teachers lack the understanding of cooperative learning,the teachers lack the willingness to cooperative learning,the teachers' division of cooperative groups is not reasonable,the teachers' selection of cooperative contents is not careful,the teachers have doubts about the effect of cooperative learning,the teachers' position of self-role is not accurate,the teachers don't handle the relationship between cooperative learning and independent thinking properly and the teachers' evaluation of cooperative learning is not perfect.After analyzing the causes of these problems,this article proposes solutions from the point of view of the school and teachers.The strategies about the school are as follows.For example,the school should encourage and support the teachers to apply cooperative learning,the school should establish a scientific and reasonable teacher evaluation system,the schools should establish a sound teacher cooperation mechanism.The strategies about teachers are as follows.For example,the teachers should improve their understanding of cooperative learning,the teachers should strive to improve their own quality,the teachers should do a good job in the construction of cooperative groups,the teachers should carefully design the process of cooperative learning,the teachers should focus on training students' cooperative skills,the teachers should create an appropriate classroom teaching atmosphere,the teachers should establish a perfect student evaluation system and the teachers should strengthen the cultivation of students'psychological quality.Finally,in order to test the effectiveness of the proposed countermeasures,the author selects two parallel classes in the first grade of high school.One is the experimental class and the other is the controlled class.The experiment time is about two months.Before the experiment,the students in the two classes were pre-tested,and the analysis of results showed that there is no significant difference in the cooperative learning ability of the students in the two classes.During the experiment,the experimental class applied the countermeasures on the basis of the original cooperative learning situation and the controlled class still maintained the original situation,ensuring that the students of the two classes were unaware of the situation,the progress of the classes was consistent,the content of the teachers'teaching was consistent and the homework was consistent.After the experiment,the students of the two classes were tested with the same questionnaire.The analysis data showed that the students in the experimental class had significantly better cooperative learning ability than the controlled class.The difference was significant.Based on the conclusion of this experiment,it can be considered that the proposed countermeasures are effective and can be applied to chemistry teaching to improve the effect of cooperative learning.