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一、制约因素1.大班级授课制约。“班级”一词为文艺复兴时期著名教育家艾拉斯莫斯率先使用,与此相关的班级授课制在17世纪得到捷克教育家夸美纽斯的总结和论证。时代发展至如今,由于教育主体、客体和环境的变化,大班级授课的局限性已经十分突出。兴起于20世纪70年代美国的合作学习,就建立在小班级授课的基础上。在国外合作学习班级教学中,人数基本控制在20～30人之间,合作学习小组人数控制在3～4人。但是,当前国内大多数高中思想政治课堂中,班级的人数大多都超过了50人,合作学习小组人数
First, the constraints 1. Large class teaching constraints. “Class ” was first used by Erasmus Renowned Educator, and the related class teaching system was concluded and argued by Czech educator Comenius in the 17th century. Nowadays, due to the change of subject, object and environment of education, the limitation of large class teaching has been very prominent. The rise of cooperative learning in the United States in the 1970s was based on the teaching of small classes. Cooperative learning classes in foreign teaching, the basic control of the number of 20 to 30 people, cooperative learning group controlled at 3 to 4 people. However, most of the current high school ideological and political classes in the country, most of the class size exceeded 50 people, cooperative learning group