Research And Practice Of Implicit Learning Promoted By Cooperation In Chemistry Teaching

Any learning task is the combination of implicit learning and explicit learning, there exiting synergies between them. Explicit learning is mainly the study of narrative knowledge, while implicit learning is mainly the learning of procedural knowledge. This study was based on the current situation that education stressed the conscious explicit learning, but ignored the unconscious implicit learning.In the cooperative learning process promoted by new courses, there is frequent formal or informal tacit knowledge of the exchange and sharing. This study explored Middle School Chemistry Teaching practice, using cooperative learning group model to promote students' implicit learning ability. This study adopted many research methods, such as experimental study, questionnaires, and interviews etc.This study was carried out through three aspects: teachers, students, and subject. Teachers: firstly, update their concepts of education, concern about student unconscious activities, procedural knowledge; secondly, sufficient time for the panel discussion should be given; furthermore, the teachers should use more high-level language guide. Students: firstly, train and develop cooperative skills. Secondly, students should do more frequently, dare to say, listen to patiently, examine carefully, think more. Subjects: give full play to the chemistry experiment teaching role.The results showed: the cooperative learning class of Middle School chemistry practice promoted not only students' implicit learning ability, but also explicit knowledge, in the mean while, which would bring inestimable impact on students' skills, experience, intuition, insight, relationships, values and ways of thinking.