Research On Cooperative Learning In High School History Classroom Under The Background Of Informationization

In the traditional classroom,teachers mainly transmit knowledge according to the disciplinary structure,and students become the objects of passive acceptance of knowledge.There are also many shortcomings in cooperative learning in traditional classrooms,such as the proliferation of responsibilities,chaotic conflicts,and individual issues.The Outline of the National Medium-and Long-Term Education Reform and Development Plan formulated by China clearly states that it is necessary to organize teaching with students as the center and give full play to the subjective status of students,which points the direction for the current classroom transformation of basic education.Today,information technology such as mobile Internet has an important impact on education.Guangzhou Middle School has comprehensively carried out information-based campuses and used new technologies to transform traditional classrooms.Among them,the smart classroom integrates interactive electronic whiteboard,real-time feedback system,intelligent terminal and other software and hardware.It uses big data to collect and analyze the academic situation,so that teachers can accurately adapt students to meet the individualized learning needs of students,and teach students according to their aptitude.This is also an inevitable trend in the development of informatization teaching.This paper is devoted to the study of cooperative learning in history classrooms under the background of informatization teaching.The introduction part introduces the reason and signifieance of the topic selection,and sorts out the research status of cooperative learning in information teaching and history classroom at home and abroad,and explains in detail the content and method of the research,the definition of related concepts and the innovation of research.The first chapter is divided into two parts.First,the theoretical basis of informatization teaching is the theory of multiple intelligence and the theory of constructivism.Second,under the guidance of the concept of informatization teaching,Guangzhou Middle School has taken the lead in building an educational industry chain and a new educational ecosystem in which students,teachers,and enterprises participate,with "selection system","walking system" and "credit system"."Cooperative learning" and "mixed learning" are the focus of the work,comprehensively promote the mode of cooperative learning,and ensure the realization of informationized campus.The second chapter mainly explains three different sections of the text,how to promote the development of cooperative learning in the history classroom.Among them,in the new high-level lectures,the same teaching ideas have produced significant differences in the historical classrooms under the traditional history classroom and information-based teaching.In the inquiry class of the second year of high school,through the exploration of "The Needham Puzzle",the specific "sponsored questions"and "data real-time statistics" functions of the tablet computer not only improve the teaching efficiency,but also quickly grasp the knowledge of the students.And effective feedback has greatly helped teachers to diagnose their academic situation.In the first round of review class in the third year,informatization teaching provided technical support for students to cooperate in learning,and teachers mainly played the role of guidance and assistance.Through practical cases,the informatization teaching helps to help teachers and students to lay a solid foundation in the first round of review,to clarify the characteristics of the stage of the history,to grasp the main knowledge and to strengthen the pertinence of the practice,and to improve the effectiveness of the evaluation.In the third chapter,the author made two questionnaires based on the actual situation of Guangzhou middle school,and conducted a questionnaire survey on Guangzhou middle school students to analyze the actual effect of informatization teaching on historical classroom cooperative learning.The survey results show that the history teachers in Guangzhou middle school have been regularly teaching using information technology.However,due to the shortage of class hours,it is difficult to promote cooperative learning under informatization teaching in the first year of high school.Students are more satisfied with the history of collaborative learning in the context of informational teaching,but there are also some problems.The fourth chapter mainly expounds the enlightenment of historical classroom cooperative learning in the context of informatization teaching from two aspects.On the one hand,combined with this research,the author concludes that informational teaching can promote teachers and students to think independently,exchange and share;multilateral interaction,teaching and learning;efficient interaction within and outside the classroom;resource sharing,interaction.On the other hand,in the context of informatization teaching,it is necessary to evaluate the learning effect of students,and to diagnose and analyze the problems arising from learning to make them more scientific and effective.Compared with traditional classrooms,the evaluation of cooperative learning in the context of informatization teaching should reflect more flexibility and diversification.The following four principles should be followed:incentive principle;combination of group evaluation and personal evaluation;evaluation criteria The principle of unity and the principle of group evaluation of subject diversity.At present,there are few research results in the academic field about cooperative learning in the history classroom under the background of informationization.This paper tries to explore the new mode of cooperative learning in the history classroom in the context of inforaiationization,which is also the innovation of the thesis.