Research On Cooperative Learning Teaching Design Based On Students’ Value-added Evaluation

"Cooperative learning based on value-added assessment of students" uses "value-added assessment of students" as the assessment method and "cooperative learning" as the teaching mode,under the guidance and direction of the teacher.Students learn independently before class,collaborate with others during class,and are assessed by value-added assessment after class.The effective combination of value-added assessment and cooperative learning ensures that students’ learning is subjective,that teachers play a leading role and that educational assessment plays a positive role,and that students’ subjectivity in teaching is realised.The author firstly explains the background of "cooperative learning based on value-added assessment of students",and then conducts a literature review on the current status of domestic and international research on "cooperative learning" and "value-added assessment of students" respectively.The purpose and significance of this study are presented in a literature review.Secondly,the concepts of "value-added assessment","cooperative learning" and "value-added student assessment" are defined in the light of the existing literature review,and the concepts of "constructivist theory,multiple intelligences theory,motivation theory and Sanders’ theory of value-added student assessment" are defined.This thesis is based on the principles of value-added assessment and cooperative learning,and is guided by the constructivist theory,multiple intelligences theory,motivation theory and Sanders’ value-added assessment model.This thesis takes the knowledge of Chapter 4 of Compulsory 1 of the Human Education Edition of high school chemistry as the carrier,and selects the "Periodic Table of Elements" and "Periodic Law of Elements" for teaching design.The control class was taught by the traditional lecture method,while the experimental class was taught by the cooperative learning mode.Through the analysis of the results of the two pre and post tests,it was found that the academic performance of the experimental class in chemistry was significantly better than that of the control class,and most of the students’ academic performance had improved.Through the analysis of the questionnaires of the pre and post tests of the experimental class,it was found that the experimental class had added value in all aspects of ability.The results of this study show that the implementation of ’cooperative learning based on value-added student assessment’ in high school chemistry is meaningful and has a positive effect on promoting students’ learning in chemistry,helping students to improve their academic performance and motivation in chemistry,helping them to develop good study habits,implementing the development of academic quality,promoting the improvement of students’ core literacy in chemistry and laying a solid foundation for their continuous learning and development.