The Study Of Role In The Cooperative Learning In High School Ideological And Political Course

In the globalized world, the development of new age advocated cooperation, which as a core philosophy. Cooperative learning is the concept of cooperation extension and expansion in learning, it is one of the advocated teaching methods in our country’s new curriculum, and it has an important significance for improve education quality. Positive interdependence is a core element for cooperative learning, and the role as a dynamic factor in positive interdependence, which is an indispensable element. Attaching great importance to the role has an important guiding significance for improve the cooperation learning’s effectiveness.Currently, there still have low efficiency and simplify problems in the cooperative learning in high school ideological and political course. These make cooperative learning become formality. The main reason, on the one hand teachers grasp of cooperative learning still inadequate, on the other hand, teachers may don’t have rich enough knowledge about the role theory of sociology and human resources management, failed to adequately explore the role-playing-theory significance in cooperative learning. Through to discuss the relationship between role theory and cooperative learning, to make the cooperative learning theory deepen and expand. At the same time, combined with the high school ideological and political course.This study, research methods including literature research, class observation, lesson study and interview, and it mainly discuss the problems with five sections listed below.Part Ⅰ:This section is use the literature research method to sort and analyze the cooperative learning studies. Based on this, find that the experts and scholars research on cooperative learning very rich. However, they are less in-depth research into the role level of cooperative learning, role study is rare. In addition, retrieval all subjects literature of cooperative learning, after collation and analysis, find that there were some studies about role interdependent and role distribution in the high school ideological and political course cooperative learning. So, the role study has large research space in academic study. Based on this, I put forward the research point of this study. It may have some theoretical and practical significance for in deepen the high school ideological and political course cooperative learning study.Part Ⅱ:This section mainly discuss the cooperative learning, which including role understanding, role identity, and, role cooperation, and the relationship with cooperative learning, analyze the significance what they have to the high school ideological and political course. This part mainly combined cooperative theory and role theory, expound these three aspects have what importance and significance for the high school ideological and political course. To put forward the research point of view that pay attention to the role problems, can promote the student carry out the role task better, improve the effectiveness of cooperative learning, and, improve the teaching effectiveness.Part Ⅲ:This part mainly discuss the role understanding, role identity, role cooperative have what explicit problems in the process of role playing. This section is closely related to the fourth part, it provide a realistic basis and analysis point of view how to solve the problems of role. This section discuss the students have some problems in the cooperative process, such as the student understanding the role, identity his role or others role else, cooperative with each other. These aspects of the problems seem isolated, but in reality a chain, each links can’t be underestimated in the process of assume the role and reach the role goal.Part Ⅳ:Combining with high school ideological and political compulsory 3 "cultural life" unit 2, the fourth lesson, the first box of "inheriting traditional culture", to design a teaching case, and based on the three aspects of role problems, then appropriate some teaching suggestions. Firstly, the teacher develop a detailed task list based on the roles that teaching required, then distribution to each group, make each student clear the task and responsibilities of roles. At the same time, the teacher should build a classroom or after-school communication platform, let students have enough changes to clear grasp of the role, cognitive roles. Secondly, by allowing students to write the self-identification form and cooperation willingness form, the teacher fill out the feedback form of cooperative learning, all above these are enable students to better understand themselves and roles, knowing the advantages and disadvantages of the cooperation group, to further deepen the role identity. Finally, teacher should develop rules of cooperation, demonstrate and train cooperation skills, use the rules to strengthen the student’s cooperative consciousness. At the same time, make the students master the basis communication skills, guide them to mutual cooperation and support better, work together to play the role in success.Part Ⅴ:This section is the conclusion of this study, this study will be summarized and will draw the corresponding conclusions and propose the follow-up prospects for future research.