High School History Cooperative Learning Practice And Research

With the development of the transformation of course in middle school, the history-teaching reform achieved a splendid result. However, most of the teachers in middle school have still been teaching their students with traditional methods known as spoon-feeding and also many students have always been learning history in a passive way, by memorizing without understanding. As we know, cooperative learning has been thought a brand-new idea or a striking-effect teaching tactic in the last ten years, but it has not been utilized widely by teachers in middle school.In this paper, I have given some deficiencies about the traditional history teaching and proposals on how to put these theories of cooperative learning into practice.In this paper, I have analyzed the classroom teaching in partnership and the instructing after class. With the help of the theories from China and abroad, I have done some experiments in the No.2 Middle School of Lin Cang City and concluded that theories of cooperative learning should be popularized to the practice of history teaching in middle school. The paper contains four parts. The first part is on How to Define the Cooperative Learning. In this part, I have analyzed the history, the situation and the importance of cooperative learning. In the second part, I have still talked about the classroom teaching in partnership. In the third part, the instructing after class has been analyzed. In the last part, I have summed up the experience of history cooperative learning in middle school and given some deficiencies in it and still forecasted the future of cooperative learning.