A Study On The Differences In Cooperative Learning Of Junior Middle School Ideological And Moral Education

In2001, the reform of basic education curriculum issued by the Ministry of education of China "(for trial implementation)" requirement:"change the curriculum implementation too much emphasis on learning by rote, mechanical training, present situation, promote the active participation of students, willing to explore, industrious, cultivate the students’ ability of collecting and processing information ability, ability to acquire new knowledge, analysis and the ability to solve problems and the exchange and cooperation". In such a context of new curriculum reform, cooperative learning teaching model has been used in some areas and schools. The new curriculum emphasizes, teachers should respect the student’s personality, pay attention to individual differences, meet the students’ needs. Students are the main body of the classroom teaching, they have differences in personality, intelligence, learning interest, learning ability, teachers must respect individual differences in classroom teaching and care for students. Teaching cooperative learning and the differences are two relatively independent but is the brand-new teaching idea. The organic combination of the two, study on the difference of teaching in the cooperative learning in junior high school moral education, and strive to make each student can get the maximum growth in the classroom. This paper is discussed from the following three aspects: The first part describes the meaning and significance of moral junior classroom cooperative learning. This article talked about cooperative learning refers to a group of cooperative learning, differentiated instruction difference here is different from the traditional way of teaching large classes lesson conducted, but on the basis of cooperative learning groups carried out. In order to facilitate discussion of the differences between teaching in the effective implementation of cooperative learning, we must first introduce the meaning and significance of cooperative learning.The second part introduces junior high ideological and moral lessons in the implementation of cooperative learning teaching according to their significance difference. Teaching is not a vacuum ideological differences, our educators and educational scholars abroad for differences in teaching problems have elaborated. Meanwhile, the difference in teaching it to put forward the concept of reality, there are many factors that can not be avoided and requirements. Implemented in junior high moral lesson in the difference between teaching cooperative learning has many positive meaning.The third part focuses on the implementation of cooperative learning junior high moral lesson in the difference in teaching. To implement differentiated instruction, we must first analyze and determination with which differences in students, teachers must face differences between students, teaching concepts and establish a positive difference in the group cooperative learning in the classroom must first establish the differences reflect the student group. Finally, put all the theories are implemented in the classroom to go, it is necessary to carry out ideological and moral junior group cooperative learning classroom differences in instructional design. Specifically, it is necessary to set the junior team collaboration moral difference between classroom teaching objectives, the implementation of differentiated teaching content, teaching methods and select differences, differences develop teaching evaluation, so as to promote student achieve maximum difference on the basis of the original development.