The Practice Research Of Group Cooperative Learning In Moral Lessons In Junior High School

Ideological and moral education as a compulsory subjects in junior high school, is a comprehensive course of training students’ ideology and moral. Fundamental characteristics of the moral lesson are the ideological content that is the soul of the ideological and moral course. It is the basic task for ideological and moral course to promote healthy development of junior middle school students’ moral and help them form a correct world Outlook, Outlook on life and values. According to the requirements of new curriculum standard, group cooperative learning in the teaching of moral lesson occupies an important position. Group cooperative learning allows students to participate in classroom activities in an atmosphere of equality and democracy. By the independent research,the content of teaching varies actively from students’ emotional experience into generative cognition and behavior, which enhance the effectiveness of the ideological and moral course and achieve the goal that group cooperative learning facilitate the effective development of students.Constructivist teaching theory believes that learning is a dynamic process where the learning subject can construct the system of knowledge initiatively. In other words, under the teachers’ and classmates’ help, the learners accomplish the task by the way of communication and collaboration. Self-efficacy theory stresses that the self-efficacy of the subject must be realized by means of cognition, motivation, selection and response process. “The zone of proximal development “and group dynamic theory reveals that the students’ abilities of latent and untapped possibilities can be developed by psychology and behavior of members of the group or group. These theories provide a theoretical basis for the application of group cooperative learning in ideological and moral course. Group cooperative learning in ideological and moral course conforms to the changing needs of examination-oriented education to quality education, highlights the teaching affective functions and corresponds to the demands for role orientation between teachers and students in ideological and moral course. The application of group cooperative learning agrees with the thought, practice and subject of nature and traits embodied in ideological and moral course.The survey on group cooperative learning in wuyang, Henan province shows that majority of teachers and students are aware of the inevitability and necessity for implementing the curriculum reform centering on teachers, classrooms and books. They also recognize and accept that mode of group cooperative is applied in the process of teaching and learning on ideological and moral course in middle school. However, in the course of implementation, there are still many problems: for instance, group cooperative learning becomes formalized seriously in ideological and moral lessons and in some other course, it can’t provide equal utterance-opportunities for every students. Moreover, some of teachers can’t identify themselves correctly and so on. The practical experience indicates that to ensure group cooperative learning in ideological and moral lessons is performed smoothly : scientific grouping principles are the premise, the driven task of scientific and inquiry mening and the regulation and guidance of teachers are guarantee.Physical and mental development, as well as Consciousness and communication ability of students in junior middle school lay the foundation for group cooperative learning. The practical experience of teachers and system security in schools and situational support provide conditions for the smooth implementation of cooperative learning. To be specific, the different strategies for group cooperative learning in ideological and moral class should be carried out on the basis of nature, traits, different types and link of the course such as “life” class implementation, "case-based" curriculum implementation and "activity-based" curriculum implementation. Through the design of specific cases, to explore the path of group cooperative learning in ideological and moral course is effective enforcement mechanisms that facilitate the implementation of cooperative learning smoothly.