The Junior Middle School Thought Personal Character Class Cooperative Learning Problems Research

Cooperative learning in many countries of the world is widely used as a creative andeffective teaching theory and strategy. Because it is in improving the social psychologicalatmosphere in the classroom, a large area to improve the academic performance of students,help students form good cognitive psychological quality result, is known as" nearly ten yearsto come the most important and most successful reform in education." Cooperative learning isthe new curriculum reform in our country is advocated as a important teaching strategy, howto effectively organize the students to carry out cooperative learning in primary and secondaryschools is the current focus of attention of the problem.This paper focuses on: cooperative learning in middle school ideological and moralteaching existence question and the countermeasure, to stimulate students interest in learning,improve teaching efficiency and student achievement, hope for cooperative learning in middleschool thought personal character class better use of reference.The author put forward the research problem, and then on to the domestic and foreignscholars on the study of cooperative learning situation are elaborated, and the research methodare described. Then, the author of cooperative learning cooperative learning, connotation,types of the theoretical basis of cooperative learning are described. Secondly, the authortaking High-tech Zone of Weifang junior middle school thought personal character classteaching as a case, the thought personal character classroom cooperative learning in theteaching of applied current situation investigation. Discovery of the cooperative learning inthe junior middle school thought personal character class in the use of many problems such as:lack of substance: formal, cooperative learning; students to participate in the equalopportunity, group to set up scientific, reasonable design; classroom guidance, regulation isnot in place, the effectiveness of the classroom efficiency; evaluation of time is not perfect,the lack of guidance. A series of problems to a certain extent in the implementation of the newcurriculum. As the core part of this paper, mainly based on the investigation of cooperativelearning in middle school thought personal character class uses the current situation and theexisting problems are analyzed: social factors--by the traditional culture, the traditionalconcept of the impact; the school aspect reason--the current teaching conditions and schoolevaluation system is not scientific; the teacher reasons--cooperative learning connotation understanding is not clear, the lack of curriculum resources, improper selection of cooperativelearning contents, teachers’ role orientation; students’ reasons--lack of cooperationconsciousness, cooperation skills, responsibility is not clear, there are individual differences,the lack of class fully prepared and independent thinking. And then put forward thecooperative learning in the thought personal character classroom implementation strategy,which is also the innovation of this paper core.(a) preparatory strategies: enhancingmultilateral cooperation, seeking social support; strengthen the teacher training, improve thequality of teachers; training students cooperation consciousness, improve cooperative skills;organize cooperative group, a clear division of responsibility.(two) the implementation ofstrategy, the author summarizes the teaching experience for many years, combined with theirlearning, puts forward to new curriculum practical moral group cooperative learning strategy.To construct new teaching and lesson two kinds of the most basic moral lesson learningteaching mode, and cited the case illustrated. It is also the core part of this article.(three) theevaluation strategy: to change the traditional teacher evaluation the evaluation of single mode,put forward diversity of main body of evaluation, evaluation content, evaluation method ofcomprehensive and flexible combination of complete scientific evaluation system.This paper uses literature, questionnaire, interview method, observation and practice...