The Application Of Cooperative Learning In The Teaching Of History

Cooperative learning is a way to help each other study, generally in a team, team, have a common goal between the main purpose of the cooperative learning is a collection of all the power to maximize results. In the history of the old teaching, the traditional history teaching is often just pay attention to the accumulation of knowledge and ignored the acquisition of knowledge, students learning capability shortcomings in the learning process, the teaching method on also tends to lag behind. In the history of the old class, students learn common boring said, according to the relevant scholars study shows that though students of history is full of love, but don’t like history. The late 20th century, cooperative learning received considerable attention in China, in the history teaching, teacher also positive use of cooperative learning model to explore new teaching mode, the use of cooperative learning to make history teaching classroom atmosphere more active in class, students reflect the common good, effective, but also problems. In order to understand cooperative learning in history teaching on the implementation of the status quo, in this study.This study consists of five chapters. First chapter is introduction, introduced the selected topic background, purpose and significance of this research, the current status- quo of research both at home and abroad, and research objects and research methods. The second chapter and the third chapter is the core of this research part. History of the second chapter the present investigation results and the application of cooperative learning in teaching analysis, this chapter in this paper the status quo survey and analysis, introduces how the data obtained, the results analysis include: students’ understanding of cooperative learning, objects, performance and effect of cooperation, attitude, and teacher’s role in cooperative learning. Chapter iii cooperative learning of the use of case analysis, the liberation war, for example, through field observation, understand the real situation of cooperation study in history class. The fourth chapter conclusions and recommendations, based on the above research, found in the history classroom cooperative learning cooperation study group division freedom, optional; Cooperative learning goals at random, division of labor is not clear; Team members meaning the lack of adequate understanding of cooperative learning; The content of the cooperation study design to cooperation and cooperation; Cooperative learning evaluation problems such as heavy result, light process. For this, put forward to promote the teachers and students education idea transformation; To build a scientific and reasonable cooperation study group; Guidance and training students in group cooperative learning skills; The careful design group cooperative learning problems; Reasonable for classroom operation; The diversity of science evaluation etc. Corresponding Suggestions. The fifth chapter the conclusion.