A Study On The Application Of Group Cooperative Learning In The Teaching Of Ideological And Political (Moral) Course In Middle School

In order to break the traditional teaching of "teaching and being taught,""giving and receiving" teaching mode, the author establishes a new teacher-student relationship, fully encourages the enthusiasm and creativity of the students in the learning process, to enable students to truly become a learner, cooperative learning to become an important way of learning to use in the classroom. Ideological and political (and moral) class cooperative learning is the teacher curriculum standards based on ideological and political course. Teachers choose suitable students as the cooperative learning content, organize students in small groups consisting of a number of people as a unit. Through positive interaction and helping each other to complete the common learning goal to develop students’ teamwork, the students develop interpersonal skills and individual responsibility, promoting the overall development of students, and ultimately establishing a correct world view, in the form of life and values of teaching organization.On the basis of predecessors of cooperative learning theory and practice of research, the integrated use of classroom observation, case studies and interviews, this paper/thesis? analyzed and summarized the ideological and political problems in group cooperative learning in secondary schools. Then, through specific examples of classroom instruction, the paper analyzed and solved the problems of inefficiencies in cooperation, lack of learning and lack of variety in assessing the problem..This paper is divided into five parts:Part I:IntroductionMainly background information on the "cooperative learning", significance of the topic and the current status of the domestic research group cooperative learning theory and practice.Part II:Overview of cooperative learning groupsThis chapter describes the meaning of cooperative learning groups, elements of its theoretical basis.Part III:the significance of cooperative learning groups in the ideological and political (and moral) teaching in secondary schoolsThis chapter is closely making use of school politics (and moral) nature of the course lessons and training objectives, curriculum goals, to enhance students’ comprehensive ability to create high-class, professional development of teachers. Other angles are discussed fully explain the necessity and rationality of group cooperative learning in school politics (and moral) lesson teaching Part Ⅳ:cooperative learning in school politics (and moral) problems in teachingThis chapter analyzes the moral, ideological and political courses of teaching in junior high school Then, an analysis of the teaching is made from a two-dimensional approach of both the teachers and students. The main problems are:teachers do not really understand the meaning of cooperative learning, leading to the phenomenon of cooperation without learning; lack of teachers to guide students to learn the skills of cooperation, leading to problems set unreasonably; single evaluation methods of cooperative learning; uncooperative, inattentive and trouble-causing students.While raising these questions, the cause of the problem is also analyzed.Part Ⅴ:implementation and improvement in group cooperative learning in school politics (and moral) teachingThis chapter is the core of this paper, for the problem raised in the previous chapter, were analyzed by specific teaching cases through them, resolving the problem.This chapter consists of five parts, namely the type of ideological and political course discusses the construction of cooperative learning groups, cooperative learning groups, cooperative learning classroom management, and assessment strategies specific use of cooperative learning groups. First, based on the nature of curriculum and course content, secondary ideological and political courses will be divided into study group cooperative learning group cooperative learning group curricular and extra-curricular activities, practices, and a detailed analysis of the nature of the group, the number of groups, appropriate learning content;Secondly, in terms of team-building penetration primarily to students by teachers cooperative learning skills to enhance students’ sense of community and collective sense of honor;Third, for the cooperative learning classroom particularity, proposed by teachers and students managed jointly maintain classroom discipline of self-management, team collaboration in the learning process, teachers should play the role of a good mentor, in-depth team to observe the group dynamics, and to help students solve problems;Fourth, the combination of the type of cooperative learning groups, respectively, for example discusses the use of cooperative learning in the specific teaching of ideological and political;Fifth, the evaluation group cooperative learning outcomes should be evaluated as a whole group, through the use of rating scale and the establishment of multi-evaluation system, to avoid quantitative evaluation.