With the acceleration of the globalization,the cultivation of awareness and ability in cooperation has attracted people’s attention.As a new teaching pedagogy,problem guidance is widely used in the United States,Japan,and other countries.Conforming to the trend of world education reform,our country’s new curriculum reform clearly puts forward a theory that "the beginning of teaching is based on problems" and the teaching process is the process of student’s knowledge construction.In classroom teaching,teachers are the guides of learning.The construction of knowledge stems from students’ questioning,discovery,discussion and exploration under the guidance of teachers.The purpose of teaching is not only how much knowledge or skills students have mastered,but also to maximize the development of each student’s potential.Therefore,teaching evaluation is no longer a single evaluation criterion based on the level of performance,it should be added to the evaluation of the teaching process.This study is based on the reform of the senior high school chemistry curriculum.It investigates and analyzes the problem-oriented group cooperative teaching,and focuses on the development of the evaluation system.The study believes that the division of the student is the basis of problem-based group cooperative teaching.Students should be divided into groups according to the total score· They should also adjust the proportion of scores to mobilize the participation of all students.The problem guidance is the key to the group’s cooperative teaching.Teachers are required to ask questions "why" as much as possible to guide students’ discussion.The improvement of the group cooperative teaching evaluation system is the main way to improve the learning effect.After applying Excel’s comprehensive quantitative evaluation system,problem-based group cooperative teaching evaluation has become simple and quick,which is conducive to enhancing students’ sense of cooperation and improving students’ cooperation ability.