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1、1High school history class of cooperative learning groups1. The current high school history class status and problems of cooperative learning Since the curriculum reform, cooperative learning soon attracted peoples attention, compared with traditional teaching methods, it has many advantages, such a
2、s dilute the authority of teachers and enhance the main body of students, focusing on the mutual-help, interactive and discussion-learning, classroom full of vigor and vitality, changed in the past the classroom, “backwater” of the status quo. but reflect on history class curriculum of secondary sch
3、ools since the organization and implementation of cooperative learning, and there are swing basket case, the lack of effectiveness and so on. Teachers in operation there are many errors, leading to formal cooperation, performance based, so teachers often set up problems, opened the discussion, so st
4、udents in animated conversation, great excitement. you look closely, this “unprecedented enthusiastic” students behind “cooperative learning” is only “for” instead of “closing”, most students “for their own matrix.” some engage in “mouthpiece” for outstanding group in full 2flight, backward students
5、 has become a foil, or even a whole class statement is not made, as the audience, even if there are different views will not be taken seriously. Over time, will inevitably lead to “polarization”, eugenics better, poor health even worse. Therefore, at present, the majority of cooperative learning als
6、o remain on the surface form inefficient state, which is becoming a universal classroom teaching problems. 2. High school history class cooperative learning Strategies In order to truly play the role of cooperative learning to achieve the desired results, and enhance the effectiveness of classroom t
7、eaching, for the above problem we have taken the following measures. 2.1 Construction of a scientific and rational study groups, cooperative learning groups should be a mutual trust, mutual communication and mutual learning with the state, teachers according to learning content, combined with studen
8、ts based on ability, personality and other factors, in a heterogeneous group , the principle of homogeneity between the groups will be assigned to each 3group of students in classes, group of people to do the class average score of each group about the same. This grouping can be competitive every me
9、mber of the group to mobilize the enthusiasm, the formation of group learning the force. For example: In the inquiry “we are full of joy and fun of life” theme, the teachers set the problem, expand the group discussions, so that the groups talk about their own views. in a warm discussion, we learn f
10、rom each other, mutual certainly good unreasonable to say negative to say. through the exchange, students receive a rich experience, and finally form a group consensus to solve the individual ability alone can not solve. 2.2 carefully prepared in accordance with the Guiding students to understand th
11、e actual case, in the process of cooperative learning groups, teachers should be based on existing knowledge learned as accurately as possible the contents of the decomposition, design appropriate cognitive slope gradient and learning and follow the detailed arrangements for operational activities,
12、the formation of a complete set of Guidance case, then self-organization and cooperation of students and efficient, 4to avoid cognitive process can not start and void discussions. as in last years teaching practice, I the hands of the comprehensive utilization of the information available to each cl
13、ass designed as a “learning goals - preparation and self-testing - examining and improving - Summary and induction - Classroom Test - Learning sentiment,” Guiding mode case to students in class, the problem is put in front of students, potential students to activate the thirst for knowledge, encoura
14、ge them to eagerly desire the right answer, the logical and cooperation of the students to promote the status of self-study. Guiding the students to become self-learning case The “compass” to discuss the exploration of the “Pathfinder stone.” 2.3 Classroom put to students, moving to the classroom, l
15、ive together. 2.3.1 preview the self-study, practice shows that the problem of students with self-learning process is the best course of independent study, students also play an important part of the main initiative. In this part, the Guidance provides a textbook case for students in The most basic
16、problem, the students by reading books, deep thinking is fully capable of independent problem. so that 5the students really to learn the identity of the owner to participate in the process of classroom teaching and improve student self-learning ability. 2.3.2 group discussion, class discussion is to enable students to express their views, brainstorming, inspiring each other, learn from each other to form a consensus, the problem can be solved step by step process of c
