Teaching Design Of Cooperative Group Learning In High School Chemistry Based On Multiple Intelligence Theory

The new high school curriculum standards and the new reform of the college entrance examination both require students’ ability and quality of cooperative learning,and the proper use of cooperative group learning mode in high school chemistry classroom can effectively meet this requirement.Multiple Intelligences theory can help group cooperative learning to be more valuable and effective,and it can also help teachers and students to understand each other better and more comprehensively,and improve students’ cooperative ability and team consciousness.In addition,diversified teaching and learning can change students’ learning attitudes and learning styles and help develop students’ core literacy in chemistry.In this paper,we used literature method to analyze the current use of cooperative group learning in high school chemistry teaching,and it has gradually received teachers’ attention;through interviews with front-line chemistry teachers,we investigated the current situation of cooperative group learning,multiple intelligence theory and cooperative group learning guided by multiple intelligence theory in front-line chemistry classroom teaching.At present,there are still problems such as unreasonable grouping,rigid implementation of classroom groups,single way of classroom evaluation,and inadequate implementation of group learning after class in general.On this basis,the thesis proposes that using multiple intelligences theory to guide cooperative group learning can effectively solve the above problems.The thesis also proposes the principles and teaching strategies of teaching design using multiple intelligences theory to guide cooperative group learning,taking “active metal monomers-sodium”,“flame color reaction”,“iron The four instructional designs were completed with the content of Active metal monomers-sodium”,“Flame color reaction”,“Important compounds of iron” and “Experimental activity 2-Properties of iron and its compounds”.The instructional designs were designed to promote the curriculum in small groups and to explore the relationship between multiple intelligences and core literacy,and the interview teachers were invited to evaluate the designs.The interviewed teachers agreed that these teaching designs can help teachers understand students more comprehensively,help develop students’ awareness and ability of cooperative inquiry,and establish a new type of teacher-student relationship;at the same time,they can fully reflect students’ subjectivity and innovation,create an atmosphere of solidarity and mutual help,and thus develop students’ core literacy in chemistry.