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《课程标准》倡导自主探究,与人合作的学习方法,培养学生的探究精神,与人合作的能力,为学生的自身发展奠定良好的基础。但由于学生的性格不同,能力有差异,在合作学习中,优等生特别积极,个性张扬,大部分活动时间及活动内容被他们占有,学困生性格懦弱,不愿参与,往往只当观众。课堂教学表面热热闹闹,实际有一部分学生未参与其中,久而久之,形成严重的两极分化的局面,违背了“新课程”中为了“一切学生”的发展宗旨。因此合作学习必须确保学困生的参与权,让他们参与到合作学习之中,要做到这点,必须从以下几方面着手。
The “Curriculum Standards” advocate independent inquiry, learning methods of cooperation with others, cultivating students’ spirit of exploration, ability to cooperate with others and laying a good foundation for their own development. However, due to the differences of students’ abilities and capabilities, in the cooperative study, the top students are particularly positive and individualistic. Most of the activity time and activities are occupied by them. The poor students are weak and unwilling to participate, often only as spectators. The classroom teaching surface bustling, in fact, some students did not participate in the course of time, the formation of a serious polarization, contrary to “new curriculum ” in order to “all students ” development purposes. Therefore, cooperative learning must ensure the participation of students with learning difficulties so that they can participate in cooperative learning. To do this, we must start from the following aspects.