Research On The Application And Practice Of Cooperative Learning In The Teaching Of Chemical Conceptual Knowledge

The 21st century is an era of continuous development of science and technology.Science and technology bring us rapid changes.With the continuous development of the new era,the talent needed by the era is no longer only a single talent,but the high-quality talent that needs innovation and development.In the teaching process of cooperative learning,students in the atmosphere of mutual cooperation,learning together,will be better than the traditional teaching learning development,more initiative to learn knowledge.In the class of cooperative learning,students act as the master of the class,and teachers act as the organizer and guide.The atmosphere of learning is relaxed and pleasant.The interaction between teachers and students and students is frequent,and students’ interest in learning is strong.In this paper,the literature research method was firstly used to sort out and analyze the literature,and then the questionnaire survey method and the interview method were used to investigate the students and teachers respectively.By investigating the students’ learning of stoichiometry in conceptual knowledge,it is found that the students think that the learning of stoichiometry is boring,and the students are more dependent on the teachers in terms of students,and their self-consciousness is relatively poor.Three teachers were interviewed about the conceptual knowledge and the learning characteristics and psychological characteristics of the students in Grade One by the interview method.It was found that the teachers’ learning style was changing for the students’ psychological characteristics and learning characteristics,and the change was not enough,which would lead to the psychological gap and the loss of interest in learning.At this time,students are quite dependent on their teachers.Then the teaching mode of cooperative learning is studied,and the teaching plan is designed according to the learning situation of students and the teaching mode of cooperative learning.Then the experimental teaching of cooperative learning is carried out in one class of the first grade of a middle school,and the other class as the control class adopts the traditional teaching method.Finally,the practice effect of cooperative learning is tested from the aspects of students’ learning interest,academic performance and learning ability by using questionnaire,interview and comparison methods.The main research contents of this paper are:The first part: research introduction,including research background,research significance,research status and research methods.Through the literature research,the author sorted out and analyzed the current research status of domestic and foreign cooperative learning and chemical conceptual knowledge,and formulated the research methods of the subject: literature survey method,questionnaire survey method,interview method and teaching practice research method.The second part: the definition of the concept.The conceptual definition of chemistry conceptual knowledge and cooperative learning was carried out,and the basic ideas of cooperative learning and the theoretical basis of cooperative learning were summarized:meaningful learning theory,constructivism theory,group dynamics theory,communicative behavior theory.The third part: Investigation and research on the conceptual knowledge of chemistry in the first year of high school.It mainly includes two parts,student survey and teacher interview.Student surveys mainly include questionnaire survey methods and test question detection methods to investigate students’ interest in learning about the amount of substances in the conceptual knowledge of chemistry,classroom experience,classroom participation,students’ preview,review,and homework completion.Through the understanding of students’ learning of conceptual knowledge and teachers’ teaching situation,in order to better carry out practical research.Based on the results of the investigation,the teaching strategies of conceptual chemical knowledge are proposed: metacognitive strategy and advance organizer strategy.The fourth part: Teaching design and practice of conceptual chemical knowledge based on cooperative learning.The author divided the class students into 9 groups in the early stage,and conducted group building and cooperation skills training.The author has carried out the design of cooperative learning teaching design ideas and the design of cooperative learning teaching mode,in order to better guide practice.In the teaching practice,the author has carried out two teaching cases of "Ionization of Acid-base Salt in Aqueous Solution" and "Redox Reaction".The fiveth part: Analysis of practical effects.The author used data analysis software to compare the pre-test scores and post-test scores of the students’ experimental class and the control class,and found that the students’ scores in the experimental class had improved to a certain extent.Data analysis of the questionnaire found that the conceptual knowledge of chemistry based on cooperative learning increased students’ interest in learning and improved their learning efficiency.The sixth part: Research conclusions.Through the analysis of grades and questionnaires,the author found that the conceptual knowledge of chemistry based on cooperative learning can increase students’ interest in learning,improve students’ performance,promote the transformation of students’ learning styles,and improve students’ appreciation and thinking of various viewpoints.ability.At the same time,the teaching skills and professional quality of teachers have also been improved.The seventh part: reflections and shortcomings,prospects.