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自主、合作、探究的学习方式受到了广大教师和学生的青睐,已被运用于新课程的教育教学实践中,营造了民主、平等、互动、开放的学习氛围。但不容乐观的是:在教师设计合作学习过程中,存在对合作学习的方式把握不准,活动目标不明,要求模糊,教师角色定位不当等一些问题。为了增强合作学习的有效性,培养学生良好的合作品质,有必要对课堂教学中合作学习的有效性作进一步的反思和再设计。
Autonomous, cooperative and exploratory learning has been favored by teachers and students alike. It has been applied in the teaching and learning of new courses and has created a democratic, equal, interactive and open learning atmosphere. However, it is not optimistic that there are some problems in the process of teachers’ cooperative learning, such as the uncertainty of cooperative learning, the unclear goal, the obscure requirements and improper orientation of teachers. In order to enhance the effectiveness of cooperative learning and foster students’ good cooperation quality, it is necessary to further reflect and redesign the effectiveness of cooperative learning in classroom teaching.