Research On ACP Group Cooperative Learning In Junior Chemistry Teaching

With the deepening of the new curriculum reform,the requirements for teachers' teaching level and teaching quality are getting higher and higher.In the traditional teaching model,the relationship between a single teacher and student needs to be changed urgently.The learning mode of “independence,cooperation,and inquiry” is strongly advocated in the chemistry teaching reform in junior middle schools.As one of the three major learning methods,group cooperative learning can be closely linked to self-directed learning and inquiry learning and promote each other to improve the classroom teaching mode.Based on the cooperation and study of the school group,the author carried out ACP team cooperation study.The dissertation is divided into seven parts: The first is an overview of the study of cooperative learning.Through the definition of the concept of cooperative learning at home and abroad and the analysis of the theoretical basis of the cooperative learning of the ACP group,the significance of the group cooperative learning in the chemistry class of junior middle school is preliminary obtained.Secondly,the problems and causes of the use of the cooperative learning model of the questionnaire survey group in the junior middle school chemistry classroom.Through questionnaires and interviews with students and teachers,it is concluded that the team members have unequal opportunities for participation,the irrational team composition structure,students' preparatory work is not in place,the teacher's use of the group cooperation mode is too formal,the evaluation generalization,the contradiction between quality and examination,etc.Conclusion After summing up the issues,further analysis of the causes of the problems is mainly discussed in five aspects: society,schools,teachers,students,and the special nature of chemistry courses.Based on the above issues,the next section proposes measures to improve the effectiveness of group cooperation in learning.It mainly addresses student and teacher issues.The fifth and sixth parts are the construction of the ACP group cooperative learning model and the feedback of practice and effect.Practice content includes new teaching and review classes.The article concludes with research findings and reflections.