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时下,“小组讨论”已成为小学各学科教学中的热点,甚至出现了公开教学必有“小组讨论”的现象。诚然,采用小组讨论的形式,让更多的学生参与教学活动,调动学生学习的积极性与主动性,可以充分体现素质教育的主体参与思想。这一现象说明素质教育的思想已经融入教师的教育教学观念之中,并且正逐步转化为教育的实际行动,这本是件令人欣慰的好事。但是由于一些教师在对小组学习的目的、意义、操作方法等方面的认识上存在偏差,所以教学实验中小组学习往往难以收到理想的效果,甚至事倍功半,反而影响了课堂教学质量和学生能力的发展,走入了形式主义的误区。
Nowadays, the “panel discussion” has become a hot spot in the teaching of all subjects in primary schools, and even the phenomenon of “panel discussions” in open teaching has emerged. Admittedly, adopting the form of group discussion allows more students to participate in teaching activities and mobilize the enthusiasm and initiative of students to fully embody the participatory thinking of quality-oriented education. This phenomenon shows that the idea of quality education has been integrated into the concept of teacher education and education, and is gradually translated into practical action in education. This is a very gratifying good thing. However, due to some teachers 'misunderstanding about the purpose, meaning and operation method of group learning, the group learning in teaching experiment often can not receive the ideal effect, and even less effective, but it affects the quality of classroom teaching and students' ability Development, has entered the errors of formalism.