The Problems And Countermeasures In The Process Of Implementation Of Cooperative Learning In Politics Course

Cooperative learning is a creative and effective education theory, and is widely used in many countries in the world. It is also emphasized and advocated by a new round of curriculum reform in our country. Cooperative learning emerged in the early1970s in the United States. But it is not until1990s, China has began to introduce cooperative learning in classroom teaching. For more than20years many scholars have done lots of research on cooperative learning, and first-line teachers is also constantly update and change ideas, in order to improve the efficiency of classroom teaching in this way. So it is meaningful to study cooperative learning in the classroom.Both abroad and at home, most cooperative learning researches are focused on theoretical, and research stage more focused on primary school and junior school than the senior high school. The researchers are more focused on English, Chinese and Mathematics disciplines, but the combination of politics discipline research is less. For lack of pertinence in different parts of the research, the researchers take more consideration into students than teachers. Allthose make the application of cooperative learning in politicsteaching unideal, and the implementation of the new reform of politicscourse is also affected.For above all, firstly this paper generalized the theoreticalframework of cooperative learning using qualitative method, andrespectively designed student and teacher questionnaires. Then takethe different levels of students and teachers of two schools in YC city,Shanxi Province, as the research object, the study on the situation ofthe cooperative learning to the students in politics lesson andteachers in the condition of the implementation of cooperativelearning in politics class has carried on, which is to have acomprehensive understanding on cooperative learning in the currentpolitics lessons. Secondly, this paper put forward the correspondingcountermeasures in view of the politics lesson problems existing inthe implementation of cooperative learning, which aiming at providingsome realistic basis on the cooperative learning of politics lessonsand the improving of the students’ comprehensive quality. Thusexpecting it can be used for reference on line politics teachers, andpromoting a new round of the implementation of the politics coursereform. This paper can be divided into six parts:The first part is the introduction. This part mainly introduced the research background, the raise of the problem, research purpose andmeanings.The second part is the related concepts and theories ofcooperative learning. In this part, the paper first introduces bothdomestic and foreign research on cooperative learning and thedefinition of the concept of cooperative learning in this paper. Thenthe paper summarizes the theoretical basis of cooperative learning.Finally the paper points out that the implementation of cooperativelearning in politics course is of great significance.The third part is the study design and implementation. On thebasis of the existing questionnaire and combined with the basicelements of cooperative learning, both students’ and teachers’questionnaire are designed. Take the Grade One and Grad Twostudents of two different levels high school in YC city as the object,the reliability and validity of questionnaire is analyzed. Then start theformal investigation.The fourth part is the results and discussion of the study. For thestudents’ questionnaire, both the basic situation of theimplementation of cooperative learning and cooperative learninginternal factors are analyzed. As for teachers questionnaire, from theteachers’ understanding of the concepts of cooperative learning tothe teaching preparation before the implementation of cooperative learning, and evaluation of cooperative learning after these a fewrespects are analyzed.The fifth part is the politics course problems in cooperativelearning. Through the analysis of the questionnaire and interviews ofsome teachers, the paper summarizes the main problems of thepolitics course in the process of the implementation of cooperativelearning. It can be listed as follows: group is unreasonable,cooperation discussion content is inappropriate, students’ lack ofcooperation skill, team members sense of responsibility is not strong,teacher’s role remains unchanged.The sixth part discussed the problems in cooperative learning inpolitics course. Aimed at the problems existing in the survey andinterview, some corresponding proposals are put forward: toconstruct reasonable cooperative learning group, to select theappropriate content of cooperation, to train students to enhance teamresponsibility, to improve the monitoring evaluation mechanism andchange the teacher’s role.