Research On The Teaching Model Of Problem-driven Learning Guide And Group Cooperative Learnin

With the full implementation of the national "double reduction" policy,the reform of the educational environment has become more and more important,and the effective way to implement this policy is to effectively improve the efficiency of teaching.Education is composed of two subjects,teachers and students,so the teachers and students can reform and improve their own efficiency.The research of this paper is to improve the teaching efficiency as the starting point,and proposes the design method and application research of "problem-driven guided study" for teachers,and the discussion,research and effective application of "cooperative group learning" for students.The two are organically combined to achieve a common extension of teachers and students toward the same idea.In this context,the author relies on the idea of improving teaching efficiency,and takes class 10 of senior class 2019 of Guang’an Middle School in Sichuan Province as the research object,and conducts two years of theoretical study in preparation for the teaching mode of "problem-driven guided study and cooperative group learning",and one year of teaching practice in order to study the feasibility and effectiveness of this teaching mode.The aim is to study the feasibility and effectiveness of this teaching model,and then try to further improve the implementation of this model to enhance the author’s teaching ability and performance,as well as to provide some practical and feasible reference experience for front-line chemistry teachers."The teaching mode of "problem-driven guided study plan and cooperative group learning" takes "problem-driven guided study plan" as the carrier and "cooperative group learning" as the basic form.The cooperative learning groups are grouped according to gender,personality characteristics,management ability and academic achievement,and students learn independently and cooperatively under the guidance of teachers,and teachers and students collaborate to complete teaching tasks.To this end,the main research of this paper includes the following aspects.(i)A detailed analysis of relevant theoretical studies to lay the theoretical foundation for practical researchOn the basis of the literature,the background and significance of the teaching model of "problem-driven guided learning and cooperative group learning" are explained,and the current situation and problems of domestic and foreign research on "problem-driven guided learning and cooperative group learning" are reviewed.The paper summarizes the current situation and problems of domestic and foreign research on "problem-driven guided learning and cooperative group learning".We also summarize and collect various excellent teaching cases,learn advanced teaching methods and ideas,and lay the theoretical foundation for the research.(ii)In the teaching research,two classes of students from Guang’an Middle School,Sichuan Province,in high school class 2019 were used as the research objects,and the comparative experimental method and questionnaire survey method were used to conduct relevant research.The research was carried out in a year-long teaching practice with the knowledge of high school chemistry Compulsory 1,Compulsory 2,and Elective 4 as the carrier,and two typical teaching fragments were cited to discuss the design idea of "problem-driven guided study" and the teaching practice research with cooperative group learning.(iii)Analysis of students’ performance,teachers’ evaluation feedback,questionnaires on students’ learning ability and interest in learning,and student interviews were used to analyze the effects of the model on students’ learning in practice.The results of the study showed that after the implementation of the "problem-driven guided study and cooperative group learning" model,students’ learning conditions in chemistry improved significantly: 78% of the students’ interest and confidence in learning chemistry increased,64% of the students improved their learning attitudes and habits,and 58% of the students’ awareness and ability of cooperation increased significantly.The results showed that 78% of the students’ interest and confidence in learning chemistry improved,64% of the students improved their learning attitudes and habits,and 58% of the students’ sense of cooperation and ability to cooperate increased significantly.The effective improvement of chemistry scores is also one of the highlights of this study: after one year of implementing the new teaching model,in the city-wide final exam of the first semester of senior high school,the average score of the experimental class 10 was 54.23,while the average scores of the control class were 46.70 for class 8,44.25 for class 7,and 44.92 for class9,which can be seen that the average score of the experimental class in chemistry is superior at the same level.It is obvious that the average score of the experimental class is superior in the same level;and the growth of deviation is 0.1402 in class 10,which proves that after one year of improving and practicing the teaching mode of "problem-driven guided study plan and cooperative group teaching",the overall progress of the experimental class is huge and the teaching effect is obvious.Based on this study,the author will also continue to explore,improve and implement it so that more students can reap the joy of learning,develop good learning habits,enhance their sense of cooperation and ability to cooperate,improve their learning performance,and lay a solid foundation for their lifelong learning and development.