Research On The Application Of Group Cooperative Learning In Ideological And Political Courses In Senior Middle Schools

In this era of rapid social change,competition and cooperation coexist,and historical trends will eventually prove that cooperation is a convenient way to promote social progress and enhance communication.As a responsible major country in the international community,our country has always adhered to the concept of a community with a shared future for mankind,maintained friendly cooperation with each other’s friendly country,and achieved world-renowned achievements.In our country’s basic education reform,the term “cooperation” appears repeatedly in the new curriculum standards,which reflects that my country’s educational philosophy also pays great attention to the cultivation of students’ cooperative spirit.Group cooperative learning,which is widely used in the education stage,fully proves at this point.Group cooperative learning has been widely disseminated and developed in our country’s education and teaching classrooms in recent years.Its meaning is that teachers organize students into different groups according to the learning characteristics and learning effects of students,and diverge through the brainstorming of each group member in the classroom.Style learning achieves the purpose of making the classroom efficient.Each student has his or her own perspective of analyzing problems.Group cooperative learning takes full advantage of this advantage.It not only enables students to integrate the views of other students in the thinking process,makes thinking more efficient and learning easier,but also helps the classroom.Create a positive learning atmosphere.Teachers who apply this teaching method well will make the classroom look outstanding.However,there are always two sides to the development of things.There are also several problems in the application of group cooperative learning.For example,in the early stage of cooperative discussions in high school ideological and political courses in China,there will be problems such as the lack of integration of teacher teaching design and the lack of standardization of the cooperative system;it will be faced in the mid-term.Some students are not motivated to discuss,prolonged discussions,and teachers’ participation is not balanced;the latter part of the discussion mostly focuses on the evaluation of the discussion results,but the current teaching is facing the teacher’s less emphasis on the evaluation link,and the students summarize the results of the discussion Not in place and other issues.To this end,this article takes group cooperative learning as the research object,uses questionnaire surveys and teacher interviews to in-depth study the application of group cooperative learning in high school politics,and proposes corresponding solutions to the problems,mainly including improving teachers Improve teachers’ teaching design ability,rule-making ability and evaluation ability,establish a reasonable reward and punishment system for group cooperative learning,improve the evaluation and summary process,etc.;improve students’ group cooperative learning literacy in a targeted manner so that students are good at cooperation.This article conducts research on group cooperative learning from three parts,which are roughly summarized as follows:The first part defines the concept of group cooperative learning and clarifies its basic characteristics and theoretical basis.The second part is the overall analysis of the current situation of the team’s cooperation in high school applications,finding difficult problems and finding the reasons.The third part proposes corresponding solutions to the problems found in the investigation and teaching practice,and provides a practical basis for the effective application of group cooperative learning in high school politics classrooms.