The Practice Research Of Mutual Help Learning In The Teaching Of Chemistry In Junior Middle School

Under the background of the national basic education reform,cooperative learning has attracted much attention.Cooperative learning,as a learning method advocated by China's curriculum reform,is conducive to the cultivation of students' spirit of cooperation,team awareness and collective ideas.However,the practice over the past years has shown that there are two common problems in cooperative learning:(1)Cooperative learning become a mere formality.In teaching,many teachers pursue the form of classroom cooperation unilaterally,transform cooperative learning into simple group discussions,do not elaborate the purpose and task of cooperative learning,and do not get proper results for discussion.(2)Student participation is not enough,the opportunity is not equal,and there is a free ride.In cooperative learning,members have a clear division of labor and need to work together in order to complete the task.Therefore,there are certain requirements for students' self-control ability,self-study ability,and collection and processing of information.In the course of cooperative learning,good students are often done well and most actively.Cooperative learning evolved into a performance of good students.Mutual help learning is another kind of learning method advocated by the curriculum reform.At the same time,it is also a kind of teaching idea that fully embodies the teacher as the dominant and the student as the main body.In this paper,mutual learning refers to the excellent students to take a variety of ways(such as: explanation,demonstration,read together,etc.)to help the poor students to complete learning tasks under the learning task driven.Through the process of mutual learning,the poor learners can get the cognitive needs,and the excellent students can achieve knowledge reproduction and construction,so as to achieve a common learning way.The mutual learning is a small scale of cooperative learning.This study tries to explore the practice of mutual aid in the teaching of chemistry in junior middle school.The students are divided into three levels by an arithmetic progression way.The first 3-students group contains the students ranking first,the second 3-students group contains the students ranking second in each level.In this way,the whole class is divided into a number of 3 learning groups.Students form a pair of pairs,one to one for mutual help study.Through the qualitative and quantitative two dimensions,the practical effect of mutual learning is evaluated in this study.Quantitative characterization is based on the change of student achievement;quantitative analysis is based on questionnaires and interviews as a tool to characterize the students' learning attitude,learning methods and interest in learning.The practice shows that mutual learning promotes students' learning,and the Chemical achievement of each student in the experimental class has been improved in varying degrees;the students' willingness to learn chemistry is stronger and their interest in learning has been greatly improved by means of mutual help.In the process of mutual help,students are tutoring in one to one.The students in teaching have a sense of accomplishment,and the students learn to be satisfied.Students can discuss questions that are not understood and listen to others' opinions.Every student can give full play to its subjective initiative and find its own value.Therefore,mutual help learning is worth learning and popularizing in the daily study.The thesis is divided into six parts.The first chapter is the introduction,describes the background,purpose,significance and contents of the research,and the literature reviewed as will.The second chapter is the definition and theoretical basis of mutual help learning,including the concept of mutual help learning,the theoretical basis of mutual help learning,etc.The third chapter is the practice research,including the research scheme,the research method and the implementation strategy of mutual help learning.The fourth chapter is the analysis of the result of practice,including the analysis of achievement,the analysis of questionnaire,and the analysis of interview and so on.The fifth chapter is the conclusion,including the results analysis conclusion,the questionnaire analysis conclusion and the interview analysis conclusion.The sixth chapter is the shortage and prospect of the study,points out the shortcomings of the research and puts forward the direction of future efforts.