A Study On Urban-rural Differences In Cooperative Learning In Junior High School History Classrooms

As an effective and active classroom teaching mode,cooperative learning has been used widely in Junior high school history classes for years.Teachers use cooperative learning effectively,leading the students to explore new knowledge actively,which is conducive to the improvement of classroom teaching efficiency and the training of students’ learning ability.However,classroom practice shows that there are big differences in the implementation of Cooperative Learning in junior middle school history classes in schools,teachers,and students at different levels of urban and rural areas.Therefore,this article uses this as an entry point to explore the differences between urban and rural areas,and to find out the coping strategies to improve the cooperative learning of history classrooms in the Township Middle Schools and narrow the gap between urban and rural areas.According to classroom teaching practice,the implementation status of cooperative learning in history classroom teaching in urban and rural junior high schools was investigated.According to the survey,on the one hand,the urban-rural differences of cooperative learning in junior high school history classrooms are manifested in the differences cognition of cooperative learning between urban and rural teachers in cooperative learning,differences in teaching design of cooperative learning,and differences in the use of multimedia technology.On the other hand,it is manifested in the differences in the interest and attitude of urban and rural students to cooperative learning,the ways of obtaining cooperative learning materials,and the differences in behavioral norms in the process of cooperative learning.In contrast,the effect of the implementation of cooperative learning in history classroom teaching in urban schools is better than rural schools.In order to narrow the gap between urban and rural areas,the paper proposes specific strategies to improve history teaching in township middle schools.First of all,teachers should improve their own teaching ability through preparing lessons for the consistency of teaching evaluation,learning to make use of multimedia technology and conducting collective discussion and self-reflection.Secondly,teachers should cultivate students’ cooperative learning ability by setting cooperation questions cleverly,dividing students into groups reasonably,regulating classroom order,and consolidating students’ foundation.Thirdly,schools should start with the construction of the teaching staff and curriculum resources to optimize the allocation of history subject resources.Finally,the practice of cooperative learning in history classrooms was carried out in township middle schools based on the coping strategies to narrow the gap between urban and rural areas,and further reflections were made accordingly.At this stage,cooperative learning is still one of the important teaching models advocated by the junior middle school history classroom reform,and it is valued highly in the history classroom teaching of various schools.Narrowing the urban-rural differences of cooperative learning in junior high school history classrooms requires efforts in many ways.As the main force of cooperative learning classroom applications,junior high school history teachers need to persist in exploration and practice in classroom teaching.