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1、1High school classroom to talk about the history of cooperative learning teaching strategies groupAbstract high school history, the new curriculum stresses the need to change student learning, promote student diversity, open learning environment, active learning, where cooperation and exchange is on
2、e of the most important way of learning, it can be said to central to learning. Group cooperative learning activities are conducive to active student learning in the history of thinking, deepen understanding and help among students, between teachers and students of multilateral exchanges and coopera
3、tion, help to develop students interpersonal skills and ability to express, and comprehensively improve the students quality. In the context of the new curriculum, changing education and teaching philosophy, combined with the initial teaching practice cooperative learning in the classroom to carry o
4、ut the Panel put forward a proposal to 2prepare operational strategy, organizational strategy, evaluation strategy. Keywords: high school history class team to study cooperation and exchanges and cooperation Discussion of learning existed since ancient times. Confuciuss “no anger no Kai, do not but
5、can not speak no hair,” and Socrates in “midwifery” is an early discussion of teaching. In modern times, Deweys “activity courses”, Piagets “Genetic Epistemology” and contemporary “cognitive psychology” and one after another, for the use of cooperative learning groups provide a theoretical basis and
6、 practical examples. “Normal high school history curriculum standards,” stressed that the new curriculum implementation and design for students to learn to change the way students take the initiative to promote learning in diverse, open learning environment, 3give full play to the subjectivity of st
7、udents, enthusiasm and participation, Students explore the historical issues of capacity and scientific attitude of seeking truth from facts to raise awareness of innovation and practical abilities. With a past history of disciplines, comprehensive character is also suitable for carrying out coopera
8、tive learning groups. Cooperative learning group is to promote the initiative of students thought the most effective way. From the perspective of instructional design, cooperative learning groups there are three main steps: pre-class preparation - Classroom cooperation - Classroom Assessment. In thi
9、s paper, the preparation group cooperative learning strategies, organizational strategies, evaluation strategies, etc. to make some preliminary discussion and practice. 4A preparation strategy - well-prepared is to ensure that the quality of the basis for cooperative learning groups Group cooperativ
10、e learning atmosphere and quality of the relationship between colleagues in a great pre-mobilization and preparation. How to do pre-class preparations? Recommendations carefully prepared from the following three links. 1. Carefully design Well-designed and made inspiring issue is to ensure that the
11、quality of the premise of cooperative learning groups. 5From a psychological point of view, the problem can stimulate learning motivation. “Suspected persons, the beginning of thinking, learning of the end of it.” “Doubt” is the problem and the most reflective inquiry to enable students to think dee
12、ply, getting from here to outside to the inside, recognizing “true colors.” The new course learning objectives that the problem should be designed to reflect the new curriculum on the knowledge and capabilities, processes and methods, emotional attitudes and values of the three-dimensional targets.
13、From the classroom learning process to see, the problem is to make the classroom learning process led by teachers to students as the main body into a bridge, the students exposure to the location of explorers, through independent study and group cooperation and exchange between members can be develo
14、ped. Therefore, SDI is a crucial first step. Main problem in this part of the design should be the focus of learning for students and difficult issues, generally refers to the historical process have a significant impact on historical events, historical phenomena, historical figures, or related to t
15、his current situation, and social development is closely linked to hot issues . Title to be 6derived from teaching materials, but higher than the textbooks. For example, peoples version of a required three themes five third-class “scientific and technological development and achievements”, this less
16、on involves a wide range of content (political and economic, scientific, technological and cultural, educational and other aspects of the theory), a long time (50 years) , clue much (exploration and ups and downs, achievements and setbacks of cross-cutting), how to integrate teaching materials to enhance students learning efficiency, it is particularly important. With the content of curriculum standards, learning requirements and examinations standards, well conc
