Research On Group Cooperative Learning Of Ideological And Political Course In Senior High School From The Perspective Of Core Literacy

With the deepening of the new curriculum reform,the subjectivity of students is increasingly valued.In line with the trend of teaching reform,high school ideological and political courses advocate a learning approach of "autonomy,cooperation,and exploration" to stimulate students’ creativity and thinking ability.In this context,the group cooperative learning mode,which takes students as the main body to carry out cooperative inquiry,has been favored by the high school ideological and political teaching circles.Through in-depth research on group cooperative learning,it is found that this teaching form plays an important role in improving students’ core literacy and is an effective way to cultivate students’ essential character and key abilities.This paper starts from the perspective of core literacy cultivation,takes group cooperative learning as the research object,combines the practical experience of teaching practice,through a large number of literature research and survey interviews,and carries out research according to the idea of posing problems-analyzing problems-solving problems.It mainly includes the following parts:The first part is a brief introduction.First,it defines the related concepts of core literacy and group cooperative learning.From core literacy to discipline core literacy to high school ideological and political discipline core literacy,from cooperative learning to group cooperative learning to high school ideological and political group cooperative learning,from macro to specific,clarify relevant concepts from simple to deep.Secondly,the principles of cooperative learning in high school ideological and political group from the perspective of core literacy are elaborated.Including the subjectivity of students’ learning,the assistance of teacher guidance,the value of problem design,and the rationality of group division.Thirdly,it analyzes the significance of the form of group cooperative learning in cultivating the core quality of the ideological and political discipline of high school from four perspectives: the value guidance of the problem design of group cooperative learning,the students’ awareness of speculation and inquiry,the awareness of rules to participate in cooperative learning,and the practicality of ideological and political teaching in high school.The second part is the theoretical basis.Constructivism theory advocates for learners to cooperate in the construction of knowledge,promoting students to actively discover knowledge through the collision of new and old knowledge;The humanistic theory emphasizes that education cultivates individuals with initiative and creativity,and emphasizes the development of students’ personalities and the realization of their self-worth;The theory of social interdependence holds that interdependence and mutual assistance among members are conducive to achieving common expected goals;The recent development zone theory requires setting learning tasks based on reality and considering the gap between students’ current and potential levels.The second part provides theoretical support and exploration basis for proposing optimization strategies,which is conducive to enriching researchers’ observation perspectives and thinking methods.The third part is the analysis of existing problems and reasons.Quantify and analyze the data based on the survey questionnaire and teacher interviews.First of all,through data analysis,we found the problems in the cooperative learning of the ideological and political group in high school,and analyzed the impact on the cultivation of the core quality of the ideological and political discipline in high school from four perspectives: the enthusiasm of students’ participation,the speculative nature of problem design,the diversity of exploration paths,and the effectiveness of learning evaluation.Secondly,analyze the reasons from four aspects: weak cooperative awareness among students,lack of professional quality among some teachers,solidification of traditional teaching models,and arbitrary and simple teaching evaluations,in order to establish targeted teaching strategies.The fourth part is the optimization strategy.Aiming at the problems and reasons raised in the third part,the optimization countermeasures are proposed based on the promotion of group cooperative learning on the cultivation of discipline core literacy.Lead the concept and provide guidance in the direction by strengthening the theoretical understanding of core literacy,improving the theoretical understanding of cooperative learning,and cultivating students’ sense of cooperation;Prepare for cooperative learning from three aspects: scientific division of groups,adoption of teaching technology,and seeking departmental support to create conditions for the cultivation of core literacy;Determine the content of cooperative learning at the level of task arrangement,problem design and case selection,and build the context for cultivating core literacy;Choose cooperative learning methods based on the cultivation of political identity,scientific spirit,rule of law awareness,and public participation,and form an active classroom conducive to the cultivation of core literacy;The evaluation of cooperative learning can be carried out through diversified evaluation subjects,scientific evaluation and diversified evaluation methods.Strive to improve high school ideological and political education through the above strategies,break traditional teaching models,change students’ learning methods,and fully leverage the important role of high school ideological and political education in cultivating core competencies in the subject.