Effective Strategies And Empirical Research On Cooperative Learning In Rural Junior Middle School History Classrooms

The history class in rural junior middle school was mainly taught by teachers,and the teaching style is far from the "independent,cooperative and inquiry" which advocated by the new curriculum reform.This paper fully examined the basic theory and the rural junior high school history classroom teaching practice of cooperative learning,proposed 4S strategy model of cooperative learning in history teaching:(1)Constructing a reasonable working group(Sectionalization);(2)Creating well cooperation scenarios(Scene);(3)Mastering various skills(Skill);(4)Evaluating mechanism of diversification(Self-examination).Then,two class students in Guangdong of Zhaoqing were selected as the control group and the experimental group respectively,and 5 months carried out.Using SPSS,the experimental results shown that:(1)The 4S strategy teaching model of cooperative learning were more helpful to students in the history classroom than the traditional teaching mode.(2)Students' academic achievement,autonomous learning ability and cooperative skills have been greatly improved after the implementation of cooperative learning 4S strategy model in classroom was adopted.According to the research results,the author considered that developing cooperative learning in rural junior middle school history teaching should pay attention to three issues:(1)Changing ideas;(2)Cultivating cooperation consciousness;(3)Resolving the problems of local teaching resources.