The Application Of Group Cooperative Learning In Junior High School History Teaching

The traditional teaching is the main emphasis of the bilateral interaction between teachers and students,and cooperative learning in the importance of interaction between teachers and students at the same time,more emphasis on the interaction and cooperation between students and students,so as to improve the students’ interaction to a hitherto unknown position,has injected new vitality into the history classroom.Because of the characteristics of junior middle school history and the requirements of the history curriculum standards and the requirements of the middle school history,the group cooperative learning has been applied in the middle school history teaching more and more.In the teaching of history in the use of cooperative learning can promote the mutual cooperation between students and students,students cultivate the spirit of cooperation,help students improve cooperation skills and more in-depth understanding and analysis of historical issues,to mobilize students’ learning initiative in history,is the main position of students.Based on the teaching of junior high school history and the status of implementation of group learning questionnaire and classroom effect comparative analysis,I found that in the implementation of cooperative learning in history class,the students’ learning enthusiasm and attention,classroom atmosphere,learning achievement and other aspects of the situation are better than the traditional teaching.But at the same time,from the investigation I also found that the junior high school history teaching and combination group learning still exists the unreasonable distribution,group members participate in the uneven,students not friendly,classroom voice is too large,resulting in a lot of cooperative learning become a mere formality.In view of the problems existing in the implementation of group cooperative learning in junior middle school history teaching,this paper puts forward the strategy of group cooperative learning in junior middle school history teaching from two aspects:pre-class preparation and class implementation.In order to give full play to the advantages of group cooperative learning,teachers need to make full preparations before class,according to the heterogeneity within the group,the principle of homogeneity between groups.At the same time,teachers need to allocate the roles of each member of the group reasonably,so as to ensure personal responsibility.In front of the class teachers need to arrange for group discussion and group display of seats,teachers can also carry out a variety of group activities in order to create an atmosphere of cooperation.In order to ensure the quality of the cooperation,make cooperation between the students is no longer a mere formality,at the beginning of the formal cooperative learning,teachers should teach students skills of cooperation,and in the practice of training students use cooperative skills to improve the ability to cooperate with others.In the junior high school history teaching in the use of group cooperative learning compared with the traditional teaching,the teacher’s classroom control ability is higher.In the group discussion and group presentation,teachers need to strengthen the control of students in order to maintain good classroom discipline.In order to help teachers and students to master the rhythm of group discussion,teachers can use the wisdom of the acceleration card to remind students to control the time of discussion.In order to mobilize the enthusiasm of the students to participate in the group cooperative learning,the history teachers can also introduce the progressive evaluation mechanism,and carry out the method of group performance distinction.