The Study Of Effective Implementation Of Cooperative Learning In History Class

The practical effect of cooperative learning in history lessons, which is one of the main ways advocated by the New Course Reform, is not as satisfactory as it is expected to be. In practical history teaching, the implementation of cooperative learning either becomes a formality or too generalized. How to implement the cooperative learning effectively? Focused on the predicament of cooperative learning in history lessons, and with the combination of theories and practice, this article is to study some strategies of its effective implementation according to some teaching examples. This paper mainly consists of the following parts:Introduction: mainly including the origins, meanings, overview and methods of this research.The theoretic overview of cooperative learning: Mainly concerning the theoretic basis of cooperative learning, including Social Interdependence Theory, Zone of Proximal Development Theory, Motivation Theory and Cognitive Elaboration Theory etc.The predicament of cooperative learning in practical history lessons: Mainly including the phenomenon of “free-rider” among students; the lack of “process and methods” during the implementation; being short of “judging criteria” etc.Effective implementation of cooperative learning in history lessons: Combined with the lesson which studies the economy of cities in the Northern Song dynasty through Riverside Scene at Qingming Festival, the paper puts forward some strategies of cooperative learning, including clear goals; the appropriate examples and guidance;cooperation, exploration and construction and judging systems.The analysis of cooperative learning in an integrate and effective history class.Conclusion: mainly including generalization, summary and deficiencies of this paper.