The Practice Research On Cooperative-Problem-Based Learning Mode In High School Chemistry Teaching

The new curriculum reform advocates that students should acquire the ability in the acquisition of knowledge.The traditional teaching focus on the knowledge to impart,while ignoring the lifelong learning ability of the students.So,teachers should return the initiative of the class to the students,and be advocated to pay attention to student self-learning,cooperative learning and inquiry learning method,to carry out education and teaching,and to give full play to students’ initiative.Then the corresponding teaching mode should tend to be student-centered,problem-oriented,and capacitation-objective.Then the corresponding teaching mode should tend to be student-centered,problem-oriented,and capacitation-objective.For this purpose,the study aims to utilize a Cooperative-Problem-based learning(C-PBL)teaching mode to be suitable for high school chemistry teaching,and strive to promote students’ problem consciousness,cooperation consciousness and cooperation ability and their academic achievements through this mode.This paper has the following four parts:The first part: In the relevant literature,the domestic and international research status of Problem-based learning and cooperative learning,the relevant theoretical basis are discussed.The second part: The implementation process of C-PBL teaching mode in high school chemistry teaching.This part defines the related concepts of C-PBL teaching mode,explains the basic elements of C-PBL teaching mode,and has constructed a classroom implementation process of C-PBL teaching mode: solving problems alone—establishing central problems—cooperating to solve problems—evaluation and summary.The third part: the experimental study of the C-PBL teaching mode in high school chemistry teaching.The comparative research method is used,the C-PBL teaching mode has be adopted in the experimental class,while the conventional teaching method continues to be used in the control class.The academic performance of the experimental class and the control class are compared before and after experiment.Before the experiment,Questionnaires were used to analyze the change situation of the chemistry learning interest and attitude,cooperation consciousness and cooperation ability,and problem consciousness in the two classes.The fourth part: The research and reflection on the paper.By analyzing the results of academic performance and questionnaire of two classes before and after experiment,it is effective that C-PBL teaching mode enhances the students’ chemistry academic performance and the interest of chemistry learning,cultivates cooperation consciousness,cooperation ability and cultivates problem consciousness.