本文選題：呼市一中 + 歷史課堂��； 參考：《內(nèi)蒙古師范大學(xué)》2015年碩士論文

【摘要】：合作學(xué)習(xí)自上個(gè)世紀(jì)末傳入我國以來,在國內(nèi)普遍受到歡迎并取得一定的效果,它與當(dāng)今我國所倡導(dǎo)的新課程改革模式相適應(yīng),不僅能有效地達(dá)到教學(xué)目標(biāo),而且有助于學(xué)生自主學(xué)習(xí)能力和學(xué)習(xí)興趣的培養(yǎng),尤其是在授課內(nèi)容以數(shù)千百年前的史實(shí)為主的歷史課堂教學(xué)中,此方法的優(yōu)勢更為凸顯。與此同時(shí),當(dāng)今快速發(fā)展的社會(huì)越來越需要具備團(tuán)隊(duì)合作精神和良好人際交往能力的人才,而以獨(dú)生子女居多的中國家庭正好欠缺這方面的素養(yǎng),所以合作學(xué)習(xí)方式非常適合當(dāng)今中國社會(huì)發(fā)展的需要。小組合作學(xué)習(xí)是合作學(xué)習(xí)的一種主要方式,它在教學(xué)中得到普遍推廣時(shí),許多教師更多的注重吸收、借鑒,然而,具體問題需要具體分析,在不同的地方不同的學(xué)校不同的課堂上,小組合作學(xué)習(xí)方式肯定會(huì)產(chǎn)生不同的效果,如果千篇一律,其中必然會(huì)出現(xiàn)一些問題,我們只有立足于自身,具體問題具體分析,在吸收借鑒小組合作學(xué)習(xí)方式的基礎(chǔ)上,對(duì)教學(xué)中產(chǎn)生的問題及時(shí)加以解決,從而有所突破和創(chuàng)新,這樣一來,實(shí)施小組合作學(xué)習(xí)方式才能達(dá)到真正的、科學(xué)的效果。眾所周知,歷史是一門綜合性的學(xué)科,高中階段歷史包含政治、經(jīng)濟(jì)、思想文化等各方面的內(nèi)容,這在要求學(xué)生必須學(xué)習(xí)和接受來自多方面的知識(shí),而小組合作學(xué)習(xí)正有助于這種集思廣益。本文以內(nèi)蒙古自治區(qū)呼和浩特市第一中學(xué)高一年級(jí)歷史課堂小組合作學(xué)習(xí)方式教學(xué)為案例,對(duì)其實(shí)施流程和現(xiàn)狀進(jìn)行深入分析探究,以期發(fā)現(xiàn)其中所存在的問題并提出科學(xué)、有效和合理的解決方案,從而使小組合作學(xué)習(xí)方式在歷史課堂上得到有效的貫徹,并取得更加有效的效果。
[Abstract]:Since its introduction into China at the end of the last century, cooperative learning has been widely welcomed in China and achieved certain results. It adapts to the new curriculum reform mode advocated by our country and can not only achieve the teaching goal effectively. Moreover, it is helpful for the cultivation of students' autonomous learning ability and interest, especially in the history classroom teaching, where the teaching contents are mainly historical facts thousands of years ago, the advantages of this method are even more prominent. At the same time, in today's rapidly developing society, there is a growing need for talented people with a team spirit and good interpersonal skills, and Chinese families, with most of their only children, lack this kind of literacy. Therefore, cooperative learning is very suitable for the development of Chinese society. Group cooperative learning is one of the main ways of cooperative learning. When it is popularized in teaching, many teachers pay more attention to absorb and learn from it. However, specific problems need to be analyzed concretely. In different schools and different classrooms in different places, cooperative group learning will certainly produce different results. If there is a pattern of uniformity, there will inevitably be some problems. We only have to base ourselves on ourselves and make specific analysis of the specific problems. On the basis of absorbing and referring to the cooperative learning mode of the group, the problems arising in the teaching are solved in time, so as to make some breakthroughs and innovations, so that the implementation of the cooperative learning mode of the group can achieve a real and scientific effect. As we all know, history is a comprehensive subject. High school history includes political, economic, ideological and cultural aspects, which requires students to learn and accept knowledge from many aspects. And group cooperative learning is helpful for this brainstorming. This paper takes the cooperative learning method in the history class of the first grade high school in Hohhot, Inner Mongolia Autonomous region, as a case study, and makes a deep analysis of its implementation process and current situation, in order to find out the existing problems and put forward the science. Effective and reasonable solutions, so that group cooperative learning in history classroom to effectively implement, and achieve more effective results.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.51

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

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本文編號(hào)：1843483