Study On The Application Of Cooperative Learning In Comprehensive Inquiry Course Of Senior High School

The setting of comprehensive inquiry courses is one of the highlights and characteristics of the new curriculum reform of high school politics.Most of its contents are related to students' actual life and closely connected with social hot issues.The purpose is to cultivate students' comprehensive practical ability and innovative spirit.The recommendations for the implementation of the activities of the comprehensive inquiry class are required to be carried out in the form of group discussions and cooperative exchanges of students.Such requirements are consistent with cooperative learning methods.Therefore,it is extremely necessary to improve the teaching effect of the comprehensive inquiry course of high school politics and apply the cooperative learning method to the comprehensive inquiry course.The author takes the problems that arise in the application of cooperative learning in comprehensive inquiry courses,their causes,and strategies for effective use as the focus of this research.It is discussed from the following parts:The first chapter is the preface,which mainly introduces the research background,theoretical and practical significance of the research,and summarizes and summarizes the researches related to the application of cooperative learning in high school politics comprehensive inquiry courses at home and abroad.Based on this,the research ideas and research methods of this article are clarified,and the research focuses and difficulties,innovations and deficiencies of the research are summarized.The second chapter is the elaboration of related concepts of this topic.It includes four aspects: first,the definition of cooperative learning and comprehensive inquiry courses,which involves the definition of cooperative learning,the basic elements and their educational functions,and the connotation,specific content composition and basic positioning of comprehensive inquiry courses;It specifically explains the theoretical support of this research—constructivism learning theory,recent development zone theory,social interdependence theory,and humanistic theory;thirdly,it discusses the application of cooperative learning in high school politics comprehensive inquiry courses should adhere to student subjectivity,The guiding principles of teacher dominance and implementation feasibility;Finally,the practical significance of cooperative learning in the comprehensive inquiry course of high school politics is discussed.The third chapter mainly uses three middle schools in Nanchong as an example,and uses the methods of student questionnaires and teacher interviews to sort out theresults and problems of cooperative learning in the current high school political comprehensive inquiry class.Aspects: the formalization of cooperative learning in the course of comprehensive inquiry,the imbalance of the participation of cooperative members,the unreasonable setting of inquiry questions,poor organizational discipline in the classroom,and inadequate evaluation and summary.The fourth chapter analyzes the reasons for the problems in the application of cooperative learning in the comprehensive inquiry course of high school politics,mainly from multiple levels such as students,teachers,and schools.The fifth chapter is an analysis of the effective use of cooperative learning strategies and suggestions in the high school political comprehensive inquiry class.Mainly from the students to correct learning attitude,establish the concept of cooperation,grasp the skills of cooperative inquiry;teachers to change the teaching concept,build scientific cooperative inquiry group,skillfully set up inquiry problems and clear their own role positioning;schools to provide material security and improve the teaching evaluation system;improve the level of family school cooperation and build social practice platform to discuss several aspects.