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小组合作学习是当今教学中一种重要的学习方式。时下,小组合作学习正是进行素质教育,在课堂中培养学生合作意识的体现。这种学习方式为每个学生创设了表现自我的宽松氛围,使学生的思维显示出积极的状态,能较大程度地发挥集体互助力量。一位学生的发言往往会引发出其他几位同学的思维火花,促使小组各成员从不同角度,用不同方法提出更好的想法,从而达到对问题的较全面、较深入的认识和理解。但在教学中不少的合作学习流于形式,收效甚微。究其原因,有的是组成合作的小组不能够有效地搭配成整体,小组内没有能够起到骨干作用的核心人物;有的是学生没有充分地意识到自己是学习的主人,参与合作学习的主动性不强;有的是教师布置小组学习的任务不明确,或是对小组学习的调控不当。下面就实验教材近一年来的小组合作学习的实践谈一下自己浅显的看法。
Group cooperative learning is an important learning method in today's teaching. Nowadays, the group cooperative learning is exactly the quality of education, in the classroom to cultivate students' sense of cooperation embodied. This method of learning creates a relaxed atmosphere for each student to express themselves, so that the students' thinking shows a positive state and can give more play to the strength of collective assistance. A student's speech often triggers a spark of thinking among several other students, prompting members of the group to come up with better ideas from different perspectives and in different ways so as to achieve a more comprehensive and in-depth understanding and understanding of the issue. However, a lot of cooperative learning in teaching is a mere formality with little success. The reason is that some of the teams that make up the cooperation team can not effectively match the whole team, and there is no core figure in the team that can play a key role; some students do not fully realize that they are masters of learning and are not active in participating in cooperative learning ; Some teachers assign the task of group learning is not clear, or improper regulation of group learning. The following experimental teaching materials for nearly a year of group cooperation in the practice of learning to talk about their own plain view.