Normal Biochemistry Teaching Skills Based On Cooperative Learning Is Effective For The Formation

Changing students' study-style is an important feature of the basic education curriculum. As a new study-style by advocated, cooperative learning is the basic organizational form of inquiry learning. Constructing corresponded teaching methods has been the new requirements for teachers. What is Pre-service teachers' attitude to this learning advocated by the new curriculum? The author has surveyed and interviewed to the normal university's students. The survey showed 90% of the pre-service teachers have heard cooperative learning, and 95% of them learned through teachers in the classroom. But they have learned a little, and they don't know why cooperative learning by advocated, they don't know the development of cooperative learning, they don't know the steps of implementation. Pre-service teachers' concept can't keep up the requirements of the new curriculum, and it's difficult to them to build cooperative learning. So the author think about how training pre-service teachers effectively about the relevant concepts.At the basis of theoretical study, with pre-service teachers' chemistry teaching skills as a focal point, and how to cultivate chemistry teachers contented the times' requirements, the study changed the training content into training tools, created a cooperative learning atmosphere. Pre-service teachers studied in heterogeneous groups, they gained hands-on experience by participated in cooperative learning.After one semester of cooperative learning, experiment group and contrast group's social groups index both had improved, but the former(49.28%) improved more than the later(15.45%); The acceptance between experiment group and contrast group has significant difference (t=2.581, P< 0.05), peer relationship has obviously improved. The sample T test's result is there are Significant differences (P< 0.05) in body language, writing, oral lead class and class skills, and writing, and oral lead class and class skills have extremely significant difference (P< 0.01). However questions skills has no significant difference (P= 0.062> 0.05). This maybe question skill is an comprehensive skill, which involves many factors of oral, body language, writing board paintings and media communication skills, or because the time of cooperative learning is too short to students. Because of time, court and number of students, two classes both expert by cooperative learning according to the same process, chemical experiment skills don't exist significant differences (P=.683>0.01). Most impotent is that through their own experience,81.18% of the pre-service chemistry teachers take a positive attitude towards cooperative learning,95.46% of them considered that this learning is very helpful for improving their teaching skills, and they are willing to use this in the future. Through curricular experience, pre-service teacher's knowledge of cooperative learning from the superficial to the deep-seated understanding of the system, and accumulated a lot of cooperative learning experience, which achieved a qualitative leap. It has an incalculable affect for pre-service teacher adapting more quickly to their school teaching, and this is also a deeper target that the study wants to achieve.This study has two deeper levels of meaning. First, draws on many advanced educational theories and the results of curriculum theory in the world, cooperative learning has a profound theoretical foundation, but how to apply theories to practice? What should be pay attention to in the implementation process? Are there gap between practical process and idea conception? What defects idea conception has? These issues are worthy of our constantly study. We have chosen to experiment in the class of Normal University, which is an attempt, and it will be offer a little real and effective basis for further explain and evaluate the new curriculum. Second, it is the topic for researchers all the time that how to train teachers (including pre-service teachers) effectively. We change the training content into training tools, which can be a positive attempt for new curriculum training of teacher.