How to learn independently and cooperatively in small groups in the teaching of history

Implementation of group cooperative learning in classroom teaching.

1. When highlighting key points and breaking through difficulties, carry out group cooperative learning. When highlighting key points and breaking through difficult points, teachers should skillfully set up questions and organize students to carry out discussions. For example, when talking about the major difficulty of "The Xinhai Revolution" -- how to correctly evaluate the Xinhai Revolution, it is necessary to closely focus on this theme, supplement the corresponding materials from both positive and negative aspects, organize students to discuss in groups, analyze together, and draw correct conclusions.

2. "Open-ended" questions, carry out group cooperative learning. There are many open-ended questions in history teaching, and the answers are not unique, and a student's thinking ability is limited after all, and it is difficult to think from multiple angles and comprehensively, so it is necessary to carry out group cooperative learning in this case. For example, after the students have learned the "Hundred Schools of Thought", we divide the students into three groups, representing Confucianism, Taoism, and Law, and then assign a question:

With the ideological viewpoint of Confucian moral education, Legalist strict system, and Taoist self-consciousness, you will put forward your views on the construction of school spirit." In this way, students' textbook knowledge is introduced to the campus life that students are familiar with, and they have strong characteristics of practical participation and using historical knowledge to solve problems.

3. Teachers should participate in students' learning activities and provide guidance. Cooperative learning is a way of learning for students, and it is also a form of organization for teachers' teaching, and whether students' cooperation is effective is inseparable from teachers' participation and guidance. Therefore, when students engage in cooperative learning,

The new curriculum presents a variety of learning styles in the character classroom, and group cooperative learning is one of the important learning methods. Group cooperative learning is a form of teaching organization in which cooperative learning groups are the basic form and group results are used as evaluation criteria to jointly achieve teaching goals. The use of group cooperative learning in the classroom can improve the frequency and efficiency of students' learning, communication and expression, which is conducive to cultivating students' spirit of cooperation, as well as cultivating students' interpersonal communication and problem-solving skills.

So, how to carry out group cooperative learning in junior high school history classroom teaching?

1. Construct a reasonable cooperative learning group.

Group cooperative learning is a teaching activity in which students exchange ideas and learn from each other in small group discussions. In today's classroom teaching, the most common form of cooperative learning group is to naturally divide into groups of four according to the front and rear seats, and the seating arrangement is often based on the height of the students and the combination of male and female students. Although this kind of grouping makes it easy to carry out group cooperative learning, the personnel matching is unreasonable, which is not conducive to the optimal combination, complementary advantages and mutual promotion of students with different characteristics and different levels.

Therefore, the author believes that teachers should not be confined to cooperative learning between groups of four people in front of and behind the seats, but can be grouped according to the learning content, according to the differences in students' knowledge base, learning ability, and personality characteristics, according to the gender of men and women, interests and hobbies, and can also allow students to freely combine according to the needs of the theme of the activity. This not only gives students a sense of freshness and increases their interest in cooperative learning, but it also changes the long-standing position of students in fixed-seat groups, providing opportunities for each student to develop while laying the groundwork for fair competition between groups in the class.