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Experimental Report on the Research of "Ideological and Political Courses Collaborative Learning Practice"

Experimental Report on the Research of "Ideological and Political Courses Collaborative Learning Practice"


Dehua County's "Ideological and Political Courses Cooperative Learning Practice Research" research group Chen Qipu's ideological and political course cooperative learning practice research is guided by cooperative learning theory to improve the efficiency of classroom teaching in ideological and political classrooms, and make the classroom a platform for students' active and healthy development. As a goal, exploring how to introduce cooperative learning into the teaching and learning behaviors and strategies of the ideological and political classroom is a practical exploration of classroom teaching reform.
Since the fall of 2003, in the middle school, five middle schools, six middle schools, eight middle schools, three classes of middle schools, Longmentan Middle School, Gaide Middle School and Yangshan Middle School in our county, we have carried out research activities on the ideological and political courses.
I. The theoretical basis of cooperative learning practice research The ideological and political course cooperative learning practice research takes cooperative learning as its theoretical basis.
The founder of contemporary cooperative learning theory, Professor Jensen of the University of Minnesota in the United States and others believe that cooperation is "the use of small groups in teaching so that students can work together to give full play to the learning advantages of themselves and their peers." Si et al. further believe that “cooperative learning is a kind of value, which is the most important principle of cooperative learning. In other words, cooperation is not just a way of learning, but a way of life. We hope that students can accept as a value. Cooperation." As a kind of cooperative learning, the focus is on the cultivation of students' cooperative quality and the development of cooperative spirit.
The cooperative learning interaction view believes that the teaching process is a process of information interaction. It is not only the bilateral interaction between teachers and students, but also the interaction between students and students. The interaction between students and students is a valuable human resource in the teaching system and an indispensable factor in the success of teaching activities. The cooperative learning goal view emphasizes the emotional function of teaching and pursues the balanced achievement of teaching in the cognitive, emotional and skill goals. Cooperative learning of teachers and students view advocates teachers as good "directors" and students as "actors". The form of cooperative learning believes that the teaching form should be based on collective teaching, with heterogeneous cooperative learning groups as the main form, and strive to reflect the unity of collectiveness and subjectivity. The concept of cooperative learning evaluation puts "not seeking everyone's success, but seeking everyone's progress" as a realm pursued by teaching. The cooperative learning situational view advocates the prominent position of cooperation and incorporates the value of competition and personal activities into the teaching process, making them compatible and complementary.
Second, the goal of the study of cooperative learning in ideological and political courses
1. Change the teaching method so that the classroom teaching process becomes a process of teacher-student interaction, interaction, and common development. Make cooperative learning one of the important ways of classroom teaching in ideological and political courses.
2. Let students learn to cooperate, master the methods of cooperative learning, and develop the habits and attitudes of cooperative learning.
3. Explore ways and means to improve the effectiveness of cooperative learning.
III. Ideological and Political Courses Cooperative Learning Practices Preparation 1 Ideological preparation for teachers' mental preparation. Organize teachers to study the "Decision of the State Council on the implementation of education reform and development", the "Basic Education Curriculum Reform Outline" issued by the Ministry of Education, and Wang Tan's "The Concept and Implementation of Cooperative Learning" and other theories on cooperative learning, as well as newspapers and magazines. The article on introducing the practical experience of cooperative learning, updating the teachers' educational thoughts, establishing a new concept of cooperative learning and teaching, and clarifying the significance of conducting cooperative learning and teaching.
The student's mental preparation. Because students are also influenced by traditional educational thoughts, they have become accustomed to the "quiet listening" style of teaching. Therefore, before the cooperative learning and teaching practice, the students were given the necessary training. Let the students understand that the classroom will be under the guidance of the teacher's organization, based on the premise of the students' self-study, and the group activities as the unit, the exchanges and dialogues between the members of the group, between the groups, between the teachers and students as the main activities. The common development process of content. In this process, they are not only the main body of the classroom activities, but also the masters of the classroom; not only acquire knowledge, skills and methods in the classroom activities, but also constantly understand the meaning of the world and the true meaning of the existence of the people, constantly activate life, confirm Life, enrich life, and enhance the quality and value of life.
2 Organizational preparation
Establish a leadership group for research projects. A research and leadership group centered on the teaching and research staff of the county training school was established, and the heads of the research groups of the schools where several political teachers participated in the research were identified to organize the research activities of each school.
Form a student's study group. According to the requirements of the cooperative learning form, the teachers make each class of students into a number of heterogeneous groups, each group usually consists of 4-6 people. Each group member is reasonably matched according to the student's academic achievement and aptitude difference. It is usually a good one, a poor one, and a medium 2-3 person. The overall level of each group is similar, which forms a heterogeneity within the group and a homogenous situation between groups. It lays the foundation for mutual cooperation and creates conditions for competition among groups. In order to improve the effectiveness of group cooperative learning, there is a clear division of labor within the group. First determine the team leader, and then the team leader determines the various roles of each member in the group activities, such as group speakers, recorders and the specific tasks assigned to each member. At the same time, the team leader is trained to clarify their responsibilities and understand the basic methods of performing their duties.
Fourth, the method of cooperative learning and practice in ideological and political courses
1. Guide students to learn independently and change the way students learn. It is to change the students' original "learning after learning", his master's and passive learning methods, and advocate the "learning after learning" independent learning method. In order to make the students' first study more effective, they must be guided by the first study. First, teachers use a certain period of time to explain to students the characteristics of writing materials and self-learning methods, and encourage them to boldly and personally interpret textbooks and understand textbooks based on their own experience and knowledge. And find problems, ask questions and solve problems in interpretation and understanding. Second, the teacher prepares a guide outline or a pre-study question in each section or frame of the textbook, and sends it to the students a few days before class to guide them to self-study before class. The outline of the guide or the preparation of the pre-study questions is mainly based on the curriculum standards, the content of the textbooks and the set teaching objectives. Its contents include: First, write the learning objectives of this lesson. The second is to write some practical questions that can be linked to social life and current political hotspots. There are certain inspirational, instructive, open, exploratory, step-by-step thinking questions and exercises with the ability to migrate. Let students gradually follow the "steps" in their self-study and gradually lead their thinking. The third is to set up a question column, so that students can record the problems and problems encountered in self-study.
2, group discussion, live and interactive group discussion, is to let students sit around the original study group, under the group leader's organization and host, exchange their self-study situation together, and explore the problems encountered in self-study.
The interaction between students and students is the communication and communication between students and students with their speech as their main form of expression, that is, the dialogue between students and students.
A group discussion characterized by a life-long dialogue, which is closely related to the self-learning situation of students before class. Effective self-study before the class is the premise and necessary preparation for the exchanges between the members of the group; the dialogue between the members of the group is the deepening and quality improvement of the students' self-study.
During the group discussion, the teachers actively participated in the discussion of each group, guided in the participation, and understood the effect of the cooperative learning of the students, the focus of the discussion, the progress of the cognition, etc., so as to flexibly adjust the progress of the activities. After the group discussion activities, the teachers Comment on the discussion.
3. Class communication, teacher-student dialogue class communication, in fact, the scope of communication and dialogue between students and students is extended from the study group to all class students, and the teachers also directly participate in the dialogue, so that the dialogue activities in the class can be entered. The dialogue between students and students is intertwined with the dialogue between teachers and students.
Teacher-student dialogue means that there is an educational mutual listening and speaking between the teacher and the student. This kind of mutual listening and speaking is the collision of thoughts between teachers and students, the communication of the mind, the blending of wisdom, and the dialogue of life.
Class communication, teacher-student dialogue, is an extension and continuation of group discussions, and is the display and deepening of individual student learning and group cooperative learning results. This activity is hosted by a teacher. The activities include: First, the report team cooperates with the learning outcomes. Each lesson is reported by two to three panel representatives. After each representative reports, other students in the same group are allowed to add. Or, to refer to a question in the outline, designate a representative of a group to report the results of the discussion. Students from other groups can also express different opinions and can judge. Second, the group representatives will raise questions that they can't understand through self-study and group discussion, or they may feel unsure, and ambiguous questions, so that the whole class can discuss together. Third, teachers can use multimedia or other means to create new scenarios around the teaching objectives, and propose new issues as a new topic for teachers and students to conduct in-depth explorations. Fourth, we can also design a debateable topic based on the content of the teaching, organize students to debate, and deepen the comprehensive understanding of some basic ideas.
In carrying out this part of the teaching activities, teachers should listen carefully to the students' narratives and pay attention to the content of the students' narratives in a timely manner, so as to lead the inquiry into the depths. Give timely comments to students' speeches or talk about their own opinions on the issues discussed. But pay attention to the tone of equality and equality. Such as: "I think...", "My understanding is...", you must never make a simple negation, and don't just make simple "good", "very good", "great" and so on. Briefly explain the reasons for affirmation. At the same time, teachers should also grasp their own roles. The teacher is first and foremost the determinator of the conversation topic. Choosing the appropriate conversation topic is the key to effective dialogue. Followed by the direct participants of the event, is the partner of the students to discuss and dialogue. Rather than the authoritative lecturer and the organizer of the event, it is even more difficult to turn the multi-faceted exchange and dialogue activities between teachers and students and between students into one-in-one “one-word hall”. At the same time, it should be a devout listener. It is necessary to respect students' various opinions on the problem, patiently listen to their speeches, and gain insight into the origin of these ideas. Based on this, they will guide students to enrich and adjust their own understanding and deepen their inquiry into the problems. Thirdly, it is the regulator of the activity. In addition to actively and equally participating in the discussion and dialogue of the students, the teachers should also effectively regulate the whole activity so that the content of the discussion dialogue is not outside the teaching objectives, and the progress of the dialogue can be discussed according to the discussion. Guide the transition topic in a timely manner and grasp the direction so that the entire discussion and dialogue activities can be further stepped along the established teaching goals.
4. Advocate students to question questions
Teaching is not just a kind of telling, but more of a kind of inquiry by students. It is a content and goal of the students to actively participate in the classroom, to be willing to explore, to dare to question and ask questions. It is also a form of expression in the classroom for students' dialogue, teacher-student dialogue, and cooperative inquiry.
Someone pointed out sharply, "The only stupid teaching is that only teachers ask questions and students don't ask questions." Therefore, an important task of classroom teaching is to change the situation in which only teachers ask questions and let students answer in traditional teaching, and guide students to discover problems and ask questions. Advocating students to question questions is to arrange a certain time for each class to encourage students to flash out the problems that are triggered by the knowledge of the textbooks in the brain, or to understand the problems that are not understood by the actual situation of themselves and social life, or Some of the textbooks are questionable, or the explanations of the teachers, the words that are not correct and not understood can be boldly proposed, so that teachers and students can jointly discuss or ask teachers to answer.
It is necessary to let students dare to ask questions and raise questions. First, we must create a democratic, harmonious and pleasant classroom atmosphere, and open up the time and space for students to explore freely. Second, we must encourage students to emancipate their minds, let go of imagination, dare to challenge the authority, and dare to ask the teacher. It is necessary to ask questions for solving "ignorance" and to ask questions for "new knowledge." When teachers ask questions to students, they should listen patiently and respond in a timely manner with a happy mood. Third, we must teach students the methods and techniques for asking questions, let them learn to ask questions, learn to ask questions, learn to ask questions, ask more questions about all unknown phenomena, and dare to ask more about all seemingly certain conclusions. Why? It is necessary to guide students to be good at connecting with practical questions and constantly improve the level of “question”. Strive to achieve "the students who will not ask questions will ask questions." Let the students walk into the classroom with problems, and walk out of the classroom with problems, making the ideological and political class full of problems.
Ideological and political courses in the cooperative learning teaching experiment group discussion, student interaction, class communication, teacher-student dialogue, student questioning, joint inquiry and other teaching activities set up, created a platform for life-long cooperative learning, teacher-student cooperative learning, and in this On the platform, you can fully express your personality, express yourself, experience success, share the joy of education, and feel the growth of your life and the meaning of life.
V. Results of research on cooperative learning in ideological and political courses
1. Gradually changed the traditional classroom teaching method of ideological and political courses, making the classroom a process of communication, interaction and common development of teachers and students.
Taking cooperative learning as a teaching method is a breakthrough and transcendence of traditional teaching methods. In the teaching practice of cooperative learning, the classroom of ideological and political classes is no longer a "single-player" for teachers. It is no longer just to pass on and instill knowledge to students. It is no longer that only teachers are condescending to tell students what it is. What, but teachers and students form a "learning community" in the classroom. In this community, teachers guide students to learn independently, discover problems themselves, think about problems and ask questions, and then share their thoughts, experiences and knowledge, and exchange their feelings and experiences through dialogues between teachers and students. And concept. Thereby achieving consensus, sharing and progress. This kind of interactive and interactive teaching method in which teachers and students participate together transforms the role of teachers, making teachers become the instructors and partners of students, the organizers and participants of classroom activities, and the dialects who explain doubts and doubts. The protagonist in the teaching activities turned to "the chief in equality", from the simple knowledge transferer to the promoter of the all-round development of the students. In the classroom teaching, the teacher is no longer simply "telling", but more is creating the scene, let Students go to their own perceptions, experiences and inquiry.
2. Create a democratic, relaxed, harmonious, pleasant and orderly classroom atmosphere
The teaching practice of cooperative learning has changed the classroom atmosphere of “mechanical, dull and stylized” in the traditional ideological and political classroom. In the classroom, the right to speak is no longer “monopolized” by teachers, and students also enjoy the right to freely “speak”. They have something to say in the classroom, there are questions to ask, and different opinions can be published and debated, so that the classroom is filled with a democratic, relaxed, harmonious, pleasant and orderly atmosphere, and the classroom becomes a student's school. Here, the dignity of the students has been respected, the status of the master has been confirmed, the personality has been publicized, the potential has been awakened, and the subjectivity has been played.
3. Changed the way students learn, and initially formed a variety of learning habits of autonomy, cooperation, and inquiry.
As the teaching methods of teachers change, the way students learn has also changed quietly. Students learn from passive to active. Most students can follow the instructions of the introduction outline or thinking questions, carefully study the teaching materials before class, and can draw a sketch on the teaching materials according to the feeling of self-study. Now when the teacher asks questions, the students will rush to answer. In the past, only teachers asked students questions. Nowadays, students often daring to question the situation of teachers. The former students passively walked into the classroom to listen to the teacher's “instillation”. Nowadays students often walk in with problems. In the classroom, waiting for the teacher's dialing and guidance; in the previous classroom, only the voice of the teacher alone whispered back. Now the classroom has become the stage for teacher-student interaction and spiritual dialogue, full of life and youthful vitality.
The learning style is single to diversified. Cooperative learning and teaching practice actively advocates the diversity and individualization of learning styles, and encourages students to learn from their own perspectives in their favorite way. Under the encouragement and guidance of teachers, the way students learn has gradually changed from a single, passively accepted learning style to a variety of active acceptance and active discovery. Through the practice of cooperative learning and teaching, the diversity, individualized learning, cooperation and inquiry learning methods have gradually become a learning habit of students.
4. The overall quality of students has been improved. 1. The ability to learn independently has been improved. Under the guidance of the teachers, students can capture the key points and key points through self-learning materials, improve the understanding of the content displayed in the textbooks, and enhance the ability to answer questions raised in the textbooks.
2. The ability to collect and process information has been improved. Around the content of the textbook or a theme, the students will collect a variety of relevant materials, and the study is no longer limited to books, but extends to all aspects of social life.
3. Communication and communication skills have been improved. Through group discussions, class exchanges, students' questioning, and the practice of teachers and students' joint inquiry, most students can exchange their opinions, thoughts and emotions in exchanges and discussions, and there are many good and eloquent players. .
4. The ability to learn cooperatively has been improved. After more than two years of cooperative learning and teaching practice, students have gradually developed the habit of cooperative learning. In the process of discussion and exchange, they learned to listen to other people's complaints, absorb valuable things in listening, correct their original mistakes, and learn to respect. Others, when classmates are speaking, they can pay attention to listening, not free to interject, and make good records; learn to accept others, when the students’ speeches are original and new, they can give affirmation and appreciation, when the students’ speeches are wrong. When you don't laugh, you can be more patient and explain.
5. The ability to question and ask questions has been improved. Cooperative learning and teaching practice, encourage students to explore and learn, and highlight awareness activities such as raising students' questions and asking questions in the teaching process, making the learning process a process of thinking, questioning, discovering and verifying problems, thus changing the previous classroom. Students only listen to the situation they have not asked.
5. Cooperative learning and teaching is welcomed by students. In May of this year, we conducted an anonymous questionnaire survey of 297 students from 6 classes in 6 middle schools participating in cooperative learning and teaching practice. Among them, 91% were in favor of cooperative learning and teaching practice, and we believe that self-learning ability has improved. 72% believe that 52% of the students who have questioned the ability to raise questions, and 87% think that the classroom atmosphere is relaxed, harmonious and active, and 76% think that the teacher-student relationship is more harmonious. The survey data shows that the teaching practice of cooperative learning has enabled most students to adopt a "love-learning" attitude toward the ideological and political course, and to acquire the "learning" skills and improve the self-study ability.
6. Promote the improvement of teachers' quality. The practice of cooperative learning and teaching for more than two years. Due to the openness of the classroom, the uncertainty of the whole teaching process has increased greatly, especially the dialogue between teachers and students, students and students, and encourage students to ask questions. Teachers have brought great challenges. Teachers' responsibilities encourage them to continue to learn, explore, reflect, summarize, and improve.
7. The research of the subject has been affirmed by the superiors, which has produced a good influence on the study of the cooperative learning of ideological and political courses. As the second batch of the “Tenth Five-year” educational science planning research topic in Quanzhou, it was selected as excellent in the mid-term inspection in October 2004. The project was also confirmed by the Quanzhou Municipal Education Bureau as the second batch of the “10th Five-Year” educational science planning key project in Quanzhou. In the spring of 2006, it successfully passed the acceptance test of Quanzhou Education Science Research Institute. The research results of the subject have been widely promoted in the teaching of ideological and political courses in our county, and have produced good influence.
Sixth, cooperative learning and teaching practice to explore existing problems
1. The teacher's teaching philosophy has not yet been put in place. More than two years of cooperative learning teaching practice shows that traditional teaching concepts still exist in the minds of teachers. Some teachers still have the tendency to transfer knowledge as the primary task in the classroom teaching practice, and the tendency to divide the students' examinations into high goals, pay attention to the conclusion neglect process, pay attention to the test scores, and ignore the students' emotions, attitudes and values.
2. Failure to accurately grasp the essence of cooperative learning. Some teachers only regard cooperative learning as a teaching method, but fail to regard it as a cooperative learning of values. Therefore, they neglect the cultivation of cooperative quality and the development of cooperative spirit. In the specific teaching practice, only a shallow level of staying in the simple imitation of the cooperative learning method.
3. The reform of the evaluation system lags behind. In the case that the examination system, content, methods, and methods have not been fundamentally reformed, the scores of students' written examinations as the standard of teaching and learning are still common and prevalent. It inevitably plays a negative role in classroom teaching reform, which seriously affects the enthusiasm and enthusiasm of teachers for teaching reform. Some teachers still believe that using traditional teaching methods can still enable students to achieve good results, why bother to "snap", it is really hard to please, and more.
Although there have been many gains in the practical research activities of cooperative learning in ideological and political classes for more than two years, there are still many shortcomings. In the future, we will regard harvest as the starting point for continuing exploration, let the insufficiency disappear in practice, and make the flower of cooperative learning and teaching bloom more brilliantly in the garden of ideological and political teaching.

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