The Practical Research Of Cooperative Learning In Junior Middle School Chemistry Experiment Teaching

Under the background of globalization,the frequent communication and resource sharing objectively put forward new requirements for contemporary teenagers,and the sense of cooperation and thinking have become the necessary talent requirements;At the same time,the promotion of the new curriculum reform and the further clarification of cooperative inquiry learning in educational reform point out the direction for the implementation and practice of curriculum teaching.The tasking,experimental and practical nature of chemistry emphasizes "scientific inquiry and innovation consciousness" more than verbal language,which provides space for cooperative inquiry learning mode of collaborative teaching and learning.The promotion of the new curriculum also proves the applicability and feasibility of cooperative inquiry learning in chemistry teaching.However,the innate "pre concept" phenomenon and "pre concept" characteristics of Mongolian students’ chemical learning make them encounter difficulties in the learning of chemical experiments.How to carry out cooperative and exploratory learning,and how to carry out high-quality implementation of cooperative learning in the chemical experiment curriculum of Mongolian junior middle school,are worthy of our consideration.This research takes the chemistry teaching of junior high school in Zharut No.2 Middle School in Inner Mongolia as an example.On the basis of consulting and sorting out a large number of documents,a questionnaire was prepared for Mongolian junior high school students.After collecting the performance of Mongolian junior high school students in the chemistry class,the final conclusion was reached by comparing the questionnaire analysis and interview results of the experimental group and the control group.In view of the cooperative learning of Mongolian students’ junior middle school chemistry experiment classes,we need to adhere to the following principles:cooperation,inquiry,goal,combination with Mongolian students’ pre concept practice,and focus on cultivating Mongolian students’ interest in and ability to explore.The experimental teaching practice is carried out in the form of grouping,asking questions,discussing and answering,and evaluation.Through the experimental comparison and interview comparison of cooperative learning,it is found that the cooperative learning strategy is more helpful to the Mongolian junior middle school chemistry classroom than the previous traditional curriculum learning,and individual students,especially intermediate and backward students,have more personal responsibility in cooperative learning and have higher learning enthusiasm.