学生的学习方式由单一、被动向多样、自主转变,是初中历史课程改革的核心内容,而小组合作学习则是实现这一目标的有效途径之一。合作学习的有效性与学习小组的发展状况有着密切地联系。在课堂上,教师合理的设计、恰当的指导仅仅是提高合作学习有效性的一个环节,而课后学习小组的自主建设与发展则是实现教学目标的另一环节。因此,根据学生的学习能力、认识水平、兴趣爱好以及个性特征等,合理创建合作学习小组,提高合作学习的有 The student’s learning style changes from singleness to passiveness to diversity and autonomy. It is the core content of the history curriculum reform in junior middle school, and group cooperative learning is one of the effective ways to achieve this goal. The effectiveness of cooperative learning is closely linked to the development of learning groups. In the classroom, the teacher’s reasonable design and proper guidance are only one step to improve the effectiveness of cooperative learning. The self-construction and development of the after-school learning group is another part of achieving the teaching goal. Therefore, according to the students’ learning ability, level of awareness, hobbies, interests, personality characteristics, etc., a cooperative learning group should be established in a rational way to improve cooperative learning.