论文部分内容阅读
在小学语文课堂教学中,我们经常可以看到小组讨论式的合作学习情景:一旦教师宣布进行小组讨论,往往是前后两桌形成四人小组,教室里气氛立刻活跃起来,同学们各说各的意见。几分钟后,教师要求各小组汇报,学生则开始汇报个人意见……体育课上的小组合作则往往是几个人拿到器材后,分头去玩自己的游戏,最后教师集中讲解了事。以上这种现象是当前小组合作学习中存在的较为普遍的问题:小组合作的时机过于随意,目的不明确,内容也常未经选择,小组合作活动时间不充分,总之合作学习的实效性较低。
In primary Chinese classroom teaching, we often can see the group discussion of collaborative learning scenarios: Once the teacher announced the group discussion, it is often the formation of a group of four people before and after the two tables, the classroom atmosphere immediately active, the students all say opinion. After a few minutes, the teachers asked the teams to report and the students start to report personal opinions ... In the PE classes, the teamwork is often a few people to get their equipment after the game, and finally the teacher focused on things. The above phenomenon is the most common problem in cooperative learning among the current group: the timing of team cooperation is too random, the purpose is not clear, the content is often not chosen, the time of group cooperation activities is not enough, and the effectiveness of cooperative learning is low .