Research On Cooperative Learning Of Ideological And Political Courses In High School

At present,the "General High School Ideological and Political Curriculum Standards(2017)Edition" points out that it is necessary to build an active discipline curriculum that is led by the cultivation of the core qualities of the ideological and political discipline.Participation in practical activities encourages students to change their learning styles.In the process of cooperative learning and inquiry learning,they foster innovative spirits and improve practical abilities.Therefore,to build an active subject curriculum,we should no longer be confined to the traditional classroom that only focuses on teaching by teachers,but to mobilize students 'enthusiasm for learning through a variety of activities and transform students' learning methods.Among them,cooperative learning is one of the learning methods that need to be transformed.The development of activities in ideological and political classes often requires the cooperation of cooperative learning,so that students can solve problems and acquire knowledge through cooperation in the activities,so as to promote the construction of active subject courses,and then promote the cultivation of students' core literacy.However,in practice,there are many problems in the implementation of cooperative learning in high school ideological and political courses.The existence of these problems restricts the development of cooperative learning.Therefore,this article focuses on the analysis of the problems in the implementation of the cooperative learning of ideological and political courses in high schools,and then puts forward effective implementation strategies.Based on the literature research method and questionnaire survey method,this paper studies the significance of cooperative learning in high school ideological and political courses,the problems existing in cooperative learning in high school ideological and political courses,and the implementation strategies of cooperative learning in high school ideological and political courses.In addition to the first part of the introduction,the main content of the article is divided into three parts: First,based on the concept of cooperative learning and the characteristics of high school ideological and political courses,this article explores the significance of cooperative learning in high school ideological and political courses from a theoretical perspective.Including conducive to fostering students' ability of dialogue,negotiation,communication and cooperation,conducive to enhancing students' courageous senseof social responsibility,conducive to inspiring students to actively participate in classroom learning interest,and conducive to enhancing student-teacher,teacher-student emotions in cooperative exchanges.Secondly,through the analysis of survey data and literature,the problems of cooperative learning in high school ideological and political courses are explored.These problems are mainly reflected in the frequency of development,goal setting,grouping,student participation,teacher's role positioning and evaluation methods.Finally,the current problems of cooperative learning in high school ideological and political courses include clear cooperative learning objectives,establishing cooperative learning groups,reasonable division of learning tasks,teachers' active participation and guidance,creating a democratic learning atmosphere,enriching the diversity of forms,and incorporating various evaluation methods.From the perspective,it puts forward the specific implementation strategies of cooperative learning in high school ideological and political courses.