Application Of Group Cooperative Learning Model In Senior Middle School Chemistry Teaching

With the development of science and technology in the 21 st century,social division of labor has gradually become richer and more detailed,interpersonal and international exchanges have become more frequent.Exchanges and cooperation have become the theme of the times.Modern education should also keep pace with the times,change the characteristics of passive acceptance of students in the past education process,pay attention to the cultivation of students 'comprehensive ability,and train students' sense of cooperation and skills.In terms of teaching methods,not only the traditional teaching methods of teachers should be retained,but also the self-construction of students in the classroom should be emphasized,so that students become the main body of the classroom;the teaching goals,while taking into account the students' cognitive goals and emotion goals,to stimulate student potential and cultivate students Self-learning ability;in teaching evaluation,emphasis is placed on process and results,emphasizing the cultivation of students' awareness of cooperation and skills,avoiding focusing only on a few students with excellent grades,but on the self-esteem and learning motivation of most students.In order to meet the needs of modern teaching,in-depth study of the relevant theoretical and practical characteristics of the group cooperative learning teaching model,this paper reviewed the current research situation of group cooperative learning,and analyzed the advantages and necessity of the implementation of group cooperative learning from the aspects of sociology,cognitive development theory,constructivist learning theory,and collective motivation theory.Secondly,this paper analyzed the advantages of typical cooperative learning models: active interdependence,everyone's due diligence,social skills,collaboration and mutual help,and emotional attitudes.Correspondingly,it has summarized the main problems in the implementation of group cooperative learning models: Grouping methods are unreasonable,members' responsibilities are unclear,teacher guidance is not lawful,classroom management is lawless,and the evaluation system is incomplete.At last,two classes have been selected as a control,namely,the experimental class implemented the group cooperative learning teaching model,and the other class adopted the traditional teaching model.In the experimental class,the group is formed and the roles of members are divided,and the evaluation system is established for the group cooperative learning,the classroom structure analysis and the teaching design.In order to verify the feasibility of the theoretical design,students were surveyed,interviewed,and graded in the early,middle,and final stages respectively to comprehensively analyze the changes in students' emotions and grades.At the same time,other teachers have been invited to attend the lectures to evaluate the classroom performance of the students.Ability,collaboration,communication,etc.The study found that the classes implementing group cooperative learning,students' cooperation skills,cooperation consciousness,communication skills,learning enthusiasm,and academic performance have been all improved.Based on the above research,this paper combined the characteristics of high school chemistry disciplines to construct a more reasonable and operable chemistry group cooperative learning model,and provides practical guidance for chemistry teaching to implement group cooperative learning and improve students' cooperative awareness and skills.