The Study On Problems And Countermeasures Of Cooperative Learning Of Junior Middle School Ideology & Morality Class In Rural Areas

Cooperative learning is a teaching form, refers to two or more learners, through interactive cooperation and responsibility sharing each other, together to complete the learning task, or to reach a common goal. This kind of teaching method focuses on the participation of learners, and provides the opportunities to students to think actively, to discuss and share or group practice, direct instruction teaching is no longer confined to the teacher. It is necessary to carry out cooperative learning in the ideological and moral education in rural junior middle school, because the advantages of cooperative learning can not only improve the rural traditional ideological and moral teaching, but also promote the comprehensive development of the quality of rural middle school students, which makes them adapt to the rapid development of society in the new era of talent.This paper mainly adopts the questionnaire, interview and classroom observation method from pre class preparation, implementation, and evaluation of teaching team construction in four aspects has carried on the investigation to the present situation of rural junior middle school thought personal character class cooperative learning, find reasons for the existence of junior middle school thought personal character class cooperative learning problems in rural areas and analysis of the problem, and finally explore the countermeasures the problem of. In the survey the author found that the ideological and moral education in rural junior middle school has the following problems in the process of carrying out cooperative learning: teachers and students in the lack of understanding of cooperative learning, formal serious, team members to participate in the division of labor is not clear, is not balanced, cooperative classroom order, students participate in the enthusiasm is not high and the evaluation is not perfect, and the main content of a single evaluation. Through further analysis of the study, the author learned that the main causes of these problems is to carry out the new curriculum reform is not thorough, and the lack of related knowledge training, team construction is not scientific, not contribute to positive interdependence, the teaching design is not perfect, lack of management and supervision of teachers, and teachers on the evaluation aspects of the lack of attention, evaluation method is single.Finally, the author from the preparation before class, implementation and evaluation of three aspects for the junior middle school thought personal character class cooperative learning problems and puts forward some corresponding strategies in rural areas, Mainly has the following several points: First, the pre class preparation strategy. Including the strengthening of relevant training to junior high school and teachers and the strengthening of rural middle school students cooperative skill instruction. Second, the construction strategy of cooperation group. Including the actual science combined with the formation of the group, improve rural middle school team construction and promoting the positive interdependence among team members. Third, the classroom implementation strategy. Including the content of cooperation and to strengthen the observation and proper guidance to the operation team. Fourth, evaluation of cooperative learning strategies. Including the evaluation of the content must be comprehensive and the subject of the evaluation should be diversified.