I. Purpose and significance of the study

(A) Research background

At present, mankind has entered a knowledge-based economy society. The proportion of high-quality talents in a country will reflect the country's comprehensive national strength and the stamina of national and ethnic development. The competition between countries has become the competition of talents, and the competition of talents is the competition of education that undertakes the heavy responsibility of cultivating and developing talents. 2 1 century, education in China will face the world, the future and great challenges. As a basic education for cultivating talents in colleges and universities, a new round of curriculum reform has also been completed. The new curriculum reform in Beijing started in 2007. With the continuous reform and improvement of the new curriculum, the core idea running through this round of curriculum reform is: for the rejuvenation of the Chinese nation and for the development of every student. In order to realize this idea, the new curriculum plan of senior high school clearly puts forward that "it is necessary to create a curriculum implementation environment conducive to students' active learning and improve students' ability of independent learning, cooperation and communication, problem analysis and problem solving". Under the new curriculum, teachers are required to update their views on curriculum, teachers, students, teaching and evaluation to realize the transformation of teaching methods and learning methods. As a bridge connecting teaching concept and teaching practice, teaching mode has been giving full play to its unique role. Accordingly, more and more new teaching methods appear in the classroom. The "group cooperative learning" method with the main characteristics of "autonomous learning, willingness to explore, communication and cooperation" is one of the more popular classroom teaching organizations in China at present. There are many organizational forms of cooperative learning, and group learning is a concrete organizational form of cooperative learning, which is also the most commonly used and effective. However, this learning method can not be well applied to every teacher's classroom teaching, nor is it suitable for every school, and the learning effect is not obvious.

In order to realize the change of teachers' behavior and cultivate students' humanistic quality, innovative spirit and practical ability, President Zhao Xiangdong of Miyun Middle School affiliated to Capital Normal University, through several years' study, research and investigation of education in developed areas, combined with the reality of our students, carried out our classroom teaching reform based on the method of "group cooperative learning" and the efficient classroom model of Weifang, Shandong Province, and formed our independent and mutually promoting classroom teaching model.

(B) the reasons for the study

Ideological and political course is responsible for cultivating students' pursuit of complete and sound personality, forming scientific world outlook, outlook on life and values, and cultivating humanistic spirit. Therefore, we must embody the will of the state in the teaching curriculum and implement the basic requirements of the state for young people. But for a long time, driven by the idea of "exam-oriented education" in pursuit of enrollment rate. The moral education function and value of ideological and political course teaching in China is to meet the needs of entrance examination in a considerable part. The evaluation of ideological and political teaching often depends on the final exam or the national exam, college entrance examination and other horizontal exams with the function of selecting exams. Obviously, the results of this test can not fully reflect the students' emotional attitude and ideological and moral state, nor can they achieve the essential goal of ideological and political course. In the specific teaching practice, because politics in senior high school entrance examination is not a general subject, and the proportion of liberal arts students in senior high school is small, a large number of students do not attach importance to politics ideologically and always regard it as a minor subject. Therefore, political teachers are required to adopt diversified teaching models to attract students' attention, improve students' interest in learning, improve the effectiveness of classroom teaching activities and improve the embarrassing position of political subjects. Therefore, as a senior high school ideological and political teacher, we must study the teaching mode and construct a teaching mode that conforms to the situation of the school, teachers and students, so as to better implement teaching, complete the curriculum tasks and achieve the curriculum objectives. This is of great significance to improve the quality of ideological and political teachers in senior high schools in China and promote the all-round development of students.

(3) Research status

According to the requirements of the new curriculum reform in Beijing, autonomous learning, cooperative learning and research-based learning can better embody the new curriculum concept in senior high school teaching. Autonomous learning emphasizes the cultivation of students' active and independent learning ability, which lays the foundation for students' independent development and adaptation to society. Research-based learning emphasizes the cultivation of students' ability to explore the unknown world and lays the foundation for students to create more new thinking products.

At present, most of the research on the new curriculum reform is about cooperative learning. Group cooperative learning rose in the United States in the 1970s, and became a worldwide teaching theory and strategy system after 1980s. Cooperative learning, as a new learning method, was introduced to China in 1980s and adopted in some schools in 1990s, but it really attracted attention in China after the national basic education curriculum reform was started in the new century. "the State Council's Decision on the Reform and Development of Basic Education" points out that "cooperative learning is encouraged, mutual communication and common development among students are promoted, and teachers and students learn from each other in teaching". The Outline of Basic Education Curriculum Reform (for Trial Implementation) also points out: "Change the current situation that the curriculum implementation places too much emphasis on learning, rote learning and mechanical training, and advocate students' active participation, willingness to explore and cooperative learning. "This reform has prompted more and more educators in China to pay attention to cooperative learning. Almost all primary and secondary school teachers and students have a more accurate understanding of cooperative learning, and more and more teachers and students benefit from cooperative learning in the classroom. Many experts and scholars at home and abroad have conducted a lot of extensive theoretical and practical discussions and studies on cooperative learning, focusing on why group mutual assistance and cooperative learning plays a role in cultivating knowledge integration, and using what theoretical viewpoints to explain or summarize the operating mechanism of group mutual assistance and cooperative learning from experience. Many studies have unanimously recognized the theory and practice of cooperative learning, and proved that it is effective in improving classroom psychological atmosphere, improving students' academic performance in a large area and promoting students' good socialization process. It is a creative and effective teaching theory and strategy system, which is widely adopted by many countries in the world. With the continuous advancement and improvement of the new curriculum reform in China. With the deepening of curriculum reform, cooperative learning plays an increasingly important role. In China Journal Network, nearly 5,000 papers of 1979 were searched with "cooperative learning" as the key word, showing its extensive influence. By analyzing the research papers in recent ten years, we can find that the research scope of cooperative learning in China covers the translation and introduction of western cooperative learning research, the theoretical basis of cooperative learning, the application and practice of cooperative learning in various disciplines, the practical exploration of cooperative learning in various school ages, the history, present situation and prospect of cooperative learning research and practice, the operational reflection of cooperative learning, the interpersonal relationship and communication in cooperative learning, the goal and significance of cooperative learning and so on. It can be said that the research scope of cooperative learning in China is quite extensive and detailed. In all the studies, cooperative learning accounts for the largest proportion in subject teaching, but there are few systematic studies and modes of cooperative learning. In China, regarding the specific mode of cooperative learning, a number of advanced schools with national new curriculum reform have emerged in all schools in the country. These schools can boldly carry out teaching practice reform, take the lead, and have achieved fruitful results, namely Dulangkou Middle School, Changle No.2 Middle School, Yanzhou No.1 Middle School, Jiangsu Guannan Xinzhi School, Hebei Weichang Tianhui Middle School, Liaoning Shenyang Liren School, Jiangxi Wuning Ningda Middle School, and Henan Zhengzhou No.1 Middle School.

Our school will carry out classroom teaching reform based on the efficient classroom model in Weifang, Shandong Province. On this basis, a unique classroom teaching mode of "36 1" is formed in our school. This topic mainly studies the application of self-help classroom teaching mode in high school politics class from the reality of ideological and political class. Through the practice of self-help classroom teaching mode, especially the handling of several important issues in the project implementation process, such as the compilation and use of tutoring plan, the relationship between tutoring plan and teaching plan, the coordination between tutoring plan and classroom notes and homework, the ways and means to implement students' basic knowledge, and the breakthrough ways of key and difficult problems in teaching, we can explore and improve the methods in the operation of curriculum reform, constantly sum up the achievements and experiences of curriculum reform, and achieve the goal of perfect combination of self-help classroom teaching mode and high school ideological and political lessons.

(d) Theoretical and academic value of the theme.

Teaching mode refers to the basic structure of various teaching activities designed to organize teaching activities under the guidance of certain teaching ideas or theories. The main function of teaching mode is to act as an intermediary between teaching theory and teaching practice. Once the teaching mode is formed, it can play a guiding role in practice in a wider scope. Self-help classroom teaching mode is a kind of teaching activity with group activities as the main body. It pays attention to students' independent activities and cultivates students' creative thinking ability and communication, cooperation and exchange ability. According to a certain method, it divides the whole class into several groups, which are "homogeneity between groups and heterogeneity within groups" or "heterogeneity between groups and homogeneity within groups". Most links in the teaching process are centered on group activities, which require students to help each other and explore knowledge hard, and take the overall performance of the group and the whole group as the basis for evaluation and reward. Self-help learning changes the learning competition between students into "intra-group cooperation and inter-group competition" under the condition of class teaching system, and changes traditional teaching and one-way or two-way communication between teachers and students into multi-directional communication between teachers and students. As a moral education course for students, many students are bored, so they lose their interest and enthusiasm in learning. How to mobilize students' enthusiasm and enthusiasm for learning politics has obviously become the core issue that needs to be paid attention to in the reform of political courses in senior high schools. Students are willing to learn and take the initiative to learn, and learning will have better results. Psychological research shows that a person can master 10% of the information he has read, 20% of the information he has heard, 70% of the information he has said, 90% of the things he has experienced, and 100% of the information he has said once. The basic idea of self-help classroom teaching mode is to reduce teachers' speaking and students' listening, which can be realized by students' autonomous learning, peer-to-peer learning, group cooperative inquiry and display of learning results under the guidance of learning plan, thus increasing students' speaking and doing, and increasing students' time and opportunities for autonomous learning and active inquiry.

The core is students' autonomous learning, peer assistance and cooperative inquiry, so as to improve students' autonomous learning ability and let students learn to learn. This theoretically breaks through the difficulty of how to stimulate students' learning initiative in political lessons. The teaching mode will be constantly revised and improved with the development of teaching theory and practice. Self-help learning can stimulate students' learning enthusiasm and enthusiasm, but there are also some problems. Under the guidance of innovative educational ideas, using information technology, ideological and political courses need us to explore constantly in teaching practice. Therefore, our research group tries to make some preliminary discussions on how to implement autonomous interactive learning in senior high school politics class, in order to achieve a breakthrough in ideological and political class and build an operable classroom teaching model, so as to improve our teaching effect.

Second, the research objectives

According to the development direction of education and teaching reform and the requirements of new curriculum reform, this topic draws lessons from the existing research results of group cooperative learning theory and practice, grasps the characteristics of high school ideological and political lessons, and studies the application of independent and mutual assistance classroom teaching mode in high school political lessons. Through the practice of self-help classroom teaching mode, this paper explores the concrete forms of effective self-help classroom teaching mode in the actual teaching process. The purpose is to help every student to study effectively, to help students examine and reflect on themselves, to develop as fully as possible according to their own interests, and to achieve the goal of perfect combination of self-help classroom teaching mode and high school ideological and political lessons. So as to improve students' academic performance and cultivate their comprehensive quality, especially their cooperative consciousness and ability, so as to adapt to the socialization of education, cultivate talents needed by society and adapt to the future cooperative information society.

Third, the basic content of the study

1. Learn the core ideas and theoretical basis of self-help classroom teaching;

2. Study the basic links of self-help classroom teaching mode: autonomous learning-group inquiry-classroom display-student comments-teacher summary and promotion; 3. Investigate and theoretically study how to use the teaching mode of self-help and mutual assistance in senior high school politics teaching;

4. Summarize the problems existing in the self-service classroom teaching mode. 5. Give the improvement measures and rationalization suggestions of self-help classroom teaching mode.

Fourthly, the research method of the subject.

Adopting action research, observation, experiment and literature research; Adopt various observation methods, design questionnaires, case analysis, modern multimedia technology, etc. Do quantitative analysis, summarize in stages in time, sort out the result set, write papers, etc.

V. Steps and plans of the study.

The first step: study and formulate the project implementation plan: formulate the research work plan and work system, define the requirements and implement the division of labor;

Step 2: Investigate and design questionnaires to fully understand students' study habits and methods, and evaluate the effectiveness of self-help classroom teaching mode in senior high school politics class;

The third step: experimental methods, grouping experiments, choosing different angles to form different cooperation groups, such as flexible and diverse combinations for different teaching contents;

The fourth step: quantitative analysis, regular qualitative and quantitative comparative analysis, test the learning effect, including learning status and academic performance and other factors;

The fifth step: study the summary method, through discussion with students, ask the corresponding experts for guidance, and continue to study and reflect; Step 6: collate and summarize the information collected by the investigation and prepare the investigation report and paper;

Step 7: Apply for the appraisal of project research results.

Six, research results and forms of expression

1.20 12 April video lesson

2.2065438+July-August 2002 research report

3.2065438+September 2002 paper

Seven, research organization and division of labor.

Through the research of this topic, a relaxed, cooperative, mutual-aid, open, efficient and inspiring classroom education mode with learners as the center and students as the main body is constructed, which enhances students' autonomous learning consciousness and practical ability. In the long-term education and teaching work, the applicant has accumulated rich work experience and certain organization and coordination ability. The detailed and operable experimental scheme and clear research objectives are formulated, and the research content is clear and the method is reasonable, which is an important guarantee for completing this topic. In many years of teaching practice, the researchers involved in the project have a lot of teaching methods and practical experience, the age structure of teachers is relatively young, they have strong exploration and research ability, advanced educational ideas and pioneering spirit, and they have a strong desire to study the project well. Among them, many papers won provincial and municipal awards, which is a prerequisite for completing this research.

The specific division of labor is as follows:

1.20 1 1 Under the leadership of the team leader, the research group discussed and formulated the project implementation plan, and Ji Li wrote the opening report.

2.20111-20121.Three teachers, Ji Li, Guo Yandong and Suohui, wrote questionnaires about team building, which were distributed in Grade One and Grade Two, and the political teachers in each class were responsible for filling them out. 3.2065438+February 2065438+March 2065438+February, all members of the political group analyzed and recorded the questionnaires received.

4.2065438+In April 2002, Mr. Chen Weili had a demonstration class of self-help learning, and the members of the research group prepared lessons collectively to discuss the classroom effect. 5.2065438+May 2065438+June 2065438, Liu Haifeng and Wang Lixin collated and summarized the survey materials.

6.2065438+July 20, 2002165438+August 2002, under the leadership of the project leader, the problems existing in the self-help classroom teaching mode were discussed and analyzed, and the solutions were worked out.

7.2065438+September-June 2002 2065438+2002 10, Mr. Chen Weili wrote an investigation report and papers.

Eight, research funds and equipment requirements

Materials and equipment of this project: there are special teachers responsible for data collection and sorting, and there are sufficient documents related to this project. Every teacher uses multimedia audio-visual equipment in class.

Nine. bibliography

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[3] Yang Li; A probe into teachers' cooperative teaching under the background of curriculum reform [J]: A guide to scientific and educational innovation in China; 2008 07 [4] Wang You, Li Ming, Xu Ling; Exploration of case teaching in theoretical courses [J]: Journal of Guangzhou University (Social Science Edition); 2002 05 issue

[5] Hua Wang; The application of "group cooperative learning" in English teaching [J]; Journal of guizhou minzu university (Philosophy and Social Sciences Edition); 2007 04 [6] Qin Jiuling; Problems and reflections on group cooperative learning in primary school teaching [a]; Proceedings of the 2006 Annual Meeting of Jiangsu Education Society (Comprehensive Series II) [c]; In 2006

[7] Chang Zhihua; Pan Yan; Practice and thinking of group cooperative learning [a]; Jiangsu Education Society's Excellent Papers on Primary Chinese in 2005 [C]; [8] Wang Tan 2005. The concept and practice of cooperative learning [M]. Beijing: China Personnel Publishing House, 2002.

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Wu. Ten teaching strategies advocated by the new curriculum: cooperative learning [M]. Qingdao Publishing House, 2006.8[ 12] Shen Quan. Theoretical basis of modern cooperative learning [J]. China Education Press, 2003. 7.

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[15] Pei Dina. Teaching strategy of cooperative learning-the second research report of developmental teaching laboratory [J]. Ji Education, 2000.2[ 16] Stone. A Comparative Study of Sino-American Cooperative Learning [M] Sichuan: Sichuan Normal University Press, 2006

Yellow. Cooperative learning [M]. Wu Nan Book Publishing Company, 2004. [18][ America] R.E Slaven. Translated by Wang Tan. Cooperative learning research: an international perspective [J]. Shandong Education and Research, 1994, (.

Pang, Wang Dongling. Theory and practice of cooperative learning [M]. Beijing Ming Kai Publishing House, 2003. [20] Ding Guifeng. The basic trend of cooperative learning research [J]. Journal of Nanjing Normal University (Social Science Edition), 2005, (7)

Li Jiali, Xie Fang. Cooperative learning: historical development, present situation and prospect [J]. Journal of Hubei Institute of Education, 2005, (1 1)[22] Political teaching reference in middle schools, Journal of Shaanxi Normal University, 10th issue, 2005.

[23]' Cooperative Learning' Malan, editor of Higher Education Press, 2005 edition. [24] "The Theory and Implementation of Cooperative Learning" by Wang Tan, China Personnel Publishing House, 2002.

[25] Cooperative Learning, edited by Zheng Jinzhou, Fujian Education Press, 2005. [26] "The Basic Concept of Cooperative Teaching" Wang Tan "China Education News"199565438+February 29th.

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