| In the context of the new era,society is more in need of innovative talents who can cooperate and can work together.UNESCO has proposed "learning to know,learning to do,learning to live and learning to live together",which also highlights that the ability of cooperative learning is gradually becoming a necessary quality for individuals to participate in competition.At the same time,in the teaching of high school ideology and politics,cooperative group learning is both an important teaching link and component of issue-based teaching,and a key part of ensuring that students develop the core literacy of the subject.The General High School Ideology and Politics Curriculum Standards(2017 Edition Revised 2020)advocates building an activity-based subject curriculum,using issue-based teaching and cooperative group learning.However,from the actual situation of cooperative group learning in issue-based teaching,there are still some problems:Students do not collect materials comprehensively before class and have no materials to work with;they lack the path to implement activities during class and do not know how to work together;they neglect teaching evaluation after class and lack self-reflection awareness,etc.In order to improve the teaching effectiveness,it is proposed that issue-oriented,cooperative group learning is the implementation path,and the implementation of core literacy is the goal,so as to effectively improve the quality of classroom teaching and promote students to learn knowledge,improve their ability and obtain all-round development in cooperation.Cooperative group learning in issue-based teaching refers to the important teaching link that students communicate,explore,think,discuss and summarize in cooperation as a group,so as to build a knowledge system of ideological and political subjects and achieve the core literacy objectives of the subjects under the guidance of teachers and carry out various group learning activities around the issues.On the basis of previous research on issue-based teaching and cooperative group learning,we conducted an in-depth study on "how to design and implement cooperative group learning in issue-based teaching" through the use of interviews,case studies,and classroom observations.Based on the theoretical basis of "Marxist view of practice","the law of formation and development of human ideological and political qualities" and "the concept of five management skills",we propose to start the design from three aspects before,during and after the class,and carry out cooperative group learning under the leadership of the topic.To take group cooperative learning as the main form,and mainly complete the task of pre-study and collecting learning materials before class,so as to prepare for the new class;The lessons are mainly guided by the teacher for new lesson learning,including: group cooperation for discussion,group results reporting and other activities;After the lesson,the main focus is on group work to consolidate what they have learned,and students engage in timely self-reflection and improvement based on their participation in cooperative group learning.By conducting a study on cooperative group learning in issue-based teaching in high school ideology and politics,the following conclusions were drawn。1.the focus of cooperative group learning in issue-based teaching is to activate students’ subjectivity and participation.By setting cooperative group learning tasks led by topics,expanding the scope of cooperative group learning implementation,and carrying out various forms of group learning activities to stimulate students’ interest in participation,we help students build their knowledge systems,improve their comprehensive abilities,and implement their core literacy goals in the activities.2.cooperative group learning in issue-based teaching should always serve the teaching content.Choose appropriate teaching strategies,set appropriate topics and cooperative group learning tasks based on the teaching content,and do not use cooperative group learning in topic-based teaching as a foolproof teaching strategy. |
