Study On The Effectiveness Of Cooperaitve Learning Of High School History

With the new curriculum reform in our country launched, cooperative learning isbecoming one of the important ways of teaching and learning, cooperative learningadvocated cooperation and innovation is also needed in today’s society. Cooperativelearning is a learning style mainly rise in the United States on the sixties and seventiesof the20th century, which is called "In recent decades the most important andsuccessful educational reform" in the United States. The late1980s and early1990s,there have been studies of cooperative learning and experimentation, as comparedwith the high evaluation in the United States, how to develop cooperative learning inChina?This study combines the research in China and abroad, on the basis of previousfurther elaborated the concept of cooperative learning, theoretical foundation andconditions, to truly understand cooperative learning must start from the theoreticallevel. The author through interviews in several history teachers in Shijiazhuang No.1Middle School, explore cooperative learning problems arise in practice, and proposedthe corresponding solving strategies, Finally, on this basis, I will be for example inhigh school history class to design three specific cases to explain how to improve highschool history cooperative learning effectiveness.Cooperative learning into China for a long time, but the effect is not ideal, thereason is that most of the teachers affected by the new curriculum, co-blind pilot thisstudy,and do not understand the essence of cooperative learning, only re-form whileignoring the theoretical basis, resulting in cooperative learning a mere formality, theeffect is not good, so I will be in the theoretical part of the emphasis on the theoreticalbasis of cooperative learning, only to be familiar with and master the theory andpractice, and thus receive good results.Cooperative learning on the part of the problem exists, the author throughinterviews, conversations with front-line teachers that cooperative learning in teachingpractice problems and no mere display theory, this would be more convincing. Deal with the problems, the author proposes the corresponding substantive correspondencesolving strategies, so as to improve the effectiveness of cooperative learning purposes.In combination to avoid problems on the basis of policy, I designed three specificcases of cooperative learning high school history class, design is not mature, I wouldlike to classroom teachers to provide a reference, so that teachers are able toimplement the spirit of the new curriculum, more emphasis on cooperation learning,improve the effectiveness of cooperative learning.