On The Practice Of The Cooperative Study Of The Ideology And And Morality Course In Junior High Schools

Cooperative study refers to a goal-oriented teaching activity with the study team as the basic form, the cooperative interaction of teaching dynamic factors as the motive resource, the grade as the basis for incentives. It is not only necessary but also feasible to carry out cooperative study in the ideology and morality course of junior high schools. Necessary because: 1. cooperative study is required due to the times of intensifying globalization; 2. cooperation and exchange are needed as the ideology and morality course require the students to be in the society; 3. moral and ethical stands of the students such as mutual assistance and care shall be improved as the result of achieving all-round development of the students; 4. the education for all-round development requests, through the course, the enhanced capabilities of the students on self-decision, cooperation, exploring and researching. Feasible because:1. the trend of globalization offers a sound social climate for the cooperative study of the course; 2. there is an increasing awareness among the junior high school students to integrate themselves into communities and the society; 3. the students are eager to boost their moral and ethical standards for healthy personality; 4. the elevation of the overall quality of teachers provides the theoretical basis for the implementation of cooperative study; 5. the deepening reform of the course brings about the teaching experience and theoretical support for the research of cooperative study.Presently, the cooperative study of the ideology and morality course is plagued by the following problems:1. the mode of such study in the course is over-formalized and -simplified; 2. teachers of the course ill-regulate such study and are weakened in their roles as guidance; 3. the study team constructed by the teachers is not reasonable enough to increase the students' understanding of the such education; 4. students do not have equal chances to participate in the course, thus ill-mobilized in the initiative of class participation; 5. appraisal is single in main bodies and forms, therefore depriving the students of their joy from the successful class experience. These problems owe themselves to the following reasons:1. teachers fail to design the ways of cooperation in light of the content of the course, and neglect the effectiveness of such cooperative study; 2. teachers of the course may have only partial understanding of cooperative study and lack guidance to students; 3. breakthroughs are hard to achieve in the cooperative study of the course on account of the restriction of traditional education concepts; 4. since students are mostly the only child in their family, they have little awareness of cooperation; 5. students, short of capabilities and techniques to cooperate, could not experience the benefits of the cooperative study in the course; 6. scientific evaluation of such study is lacking.As a forefront teacher of the ideology and morality course in junior high school, the author, in response to the inadequacies in the cooperative study of the course, designs the practice process of such study. Take as the research object the two classes of the 2008 Grade in No.14 Middle School of Nanning City of Guangxi Province, the design proceeds in three phases in one year, namely "assistance-acceptance cooperative study", "assistance-discovery cooperative study" and "collaboration-broadening cooperative study". Such program can help improve the awareness and capabilities of junior high school students in carrying out cooperative study in the ideology and morality course in a planned, step-by-step and effective way. Several findings are made through the practice of cooperative study:1. students'homework of the ideology and morality course has taken a turn for the better with markedly improved grade and initiative of students in the study of the course; 2. the awareness and capabilities of communication and cooperation between teachers and students and among the students are enhanced; 3. students' moral and ethical standards such as mutual assistance, care, kind-heartedness, righteousness and honesty are raised; 4. students enjoy harmony and cohesion within a class; 5. students are more satisfied with teachers of the course; 6. students are more responsible and positive in their life. However, there remain insufficiencies in the practice of the cooperative study of the course in junior high schools:1. it is inconvenient for teachers to guide and regulate in the course owing to restrictions on research conditions such as large class size; 2. the practice process of such study designed by the author is only implemented in the ideology and morality course of the second semester of Grade 8 and the first semester of Grade 9. It is not yet carried out in large scale in other grades. Through the analysis of the practice result, coupled with examples in class, the strategy to further effectiveness in the cooperative study of the course can be summed up as follows:1. in-depth study of the reform concept of the course is required to strengthen the teachers'cooperation awareness; 2. policies of setting questions in the course shall be optimized to inspire the cooperative interest of students; 3. orderly cooperative rules of the course shall be established to so that students can be more cooperative; 4. teachers shall guide the students in practicing the necessary techniques of cooperation in the course to form the students' cooperative behaviors; 5. effective appraisal policies shall be put into practice in the course to cultivate the students' cooperative spirit.