Research And Practice Of Cooperative Learning In Guiding The Chemistry Revision For Senior High Students

Under the great trend of economic globalization and market integration, the international competition is increasingly intensifying. In this era, cooperation is urgently needed especially with the rapid development of science and technology. For the students, the method of cooperative learning will be one of the ways to cultivate their cooperation awareness during their study process.As a new teaching concept , cooperative learning is one of the most effective methods in teaching .It has been widely used in many countries ,such as United States, Canada and Israel ,etc ,which is also one of the teaching methods recommended in the new curriculum reform in China. In recent years, most researches on cooperative learning in and out China have focused on the activities concerned and the strategies of implementation as well as its effect on cultivating students'cooperative learning awareness . Few of them involved the application of cooperative learning to guide the revision of chemistry for senior high school students.Taking part in the college entrance examination is the only way for most students to further study .To this extent, the students'performance in the exam has become the major concern for parents. Under this situation, how to improve the efficiency of revision and evaluate students'academic performance is the focus for the teachers in senior high school. However, in China, a large proportion of teachers still take the traditional ways to aid the students'revision, among which are sheer listening to the teachers in class without any interaction and taking numerous model tests before the exam .These methods are turned out to be out-dated and new ones are urgently needed.Based on the characteristics of chemistry, under the guidance of theories concerning cooperative learning inside and outside China, I hope to find an effective and practical method to help the students make preparation for the college entrance exam on this research. The theory is divided into three parts. The first part is the summary of cooperative learning, covering the definition of it raised by the authorized scholars, its characteristics and components, all kinds of learning strategies and their theoretical bases as well as the history and current situation of cooperative learning. Combining these findings with the present of chemistry, I came to set the topic of my research.The second part lays emphasis on the implementation of the research. Complying with the principles of research and experiment, based on the prior researches, I took two classes in the first middle school in Yi Zhou, (a city in GungXi province) as samples to do the comparative experiment. I implemented three modes in it, such as the mutual help---cooperation mode, construction-cooperation mode, and independence ---cooperation---learning mode. These modes aim to help the students review the chemistry course.The experiment was taken in three steps: cultivation, training and implementation. The first two steps were mainly carried out in teaching sessions before implementing. In these two stages, I introduced the major contents and strategies concerned of cooperative learning and classify the importance of this method. Meanwhile, I designed questions in light of cooperative learning for the students to discuss in groups, which enable them to cultivate awareness to question and interact.In implementing the three modes mentioned, I gave the students clear idea of the scope to apply these models to revision and the ways to use them as well as the dos and dons during operation. Meanwhile, I analyzed the problems existing in practice and studied the solutions by a series of methods, such as research, observation, experiment and action research .To effectively apply the method of cooperative learning to the classes, I believed teachers should pay close attention to the students'ability to master the skills concerned .What is more, teachers are supposed to set clear procedures for the practice, design and control the concerning activities properly.The third part is a conclusion of the effect on students'revision for chemistry by applying the three modes mentioned above. The experiment and the scientific analysis made by the SPSS software showed that the revision modes in cooperative learning can help the students setting a framework for their knowledge and can greatly enhance their academic performance. Besides, it can also cultivate students'cooperative awareness and elevate their ability to cope with stress.By doing the research, I found that the modes of cooperative learning can not be applied to the revision of all the discipline under the prevailing evaluation system and exam regulations. For example, some basic concepts and theories in a certain discipline are too abstract to be revised by the modes of cooperative leaning. It will cost a lot of time if doing so and it may not live up to expectation.In conclusion, under the current situation of curriculum reform, there are still much more for the teachers to improve in finding the proper strategies to aid the teaching.