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《语文课程标准》明确指出要积极倡导自主、合作、探究的学习方式,目前,合作学习模式也确实得到了很多教师的认同,并在教学中积极尝试运用。但是,从我个人的教学观察和实践发现,很多的小组合作学习基本流于热热闹闹讨论的走形式,并没有达到合作学习的设计本意。这些问题主要表现为以下两种现象:1、“边缘人”或者“大包揽”所谓边缘人就是在小组合作中始终作为旁观者,不参与。还有一种是大包揽,就是代替了其他组员,把小组任务变成个人任务。这样现象的产生主要是由于小组组员的构成不
“Chinese Curriculum Standards” clearly pointed out that we should actively promote autonomous, cooperative and exploratory learning methods. At present, the cooperative learning model has indeed won the recognition of many teachers and actively tried to apply it in teaching. However, from my own teaching observation and practice, I found that many of the group cooperative learning basic flow in the lively discussion of the form and did not meet the design intention of cooperative learning. These problems are mainly manifested in the following two phenomena: 1. The marginalized people or marginalized people are always on the sidelines of the group cooperation and do not participate. There is another is sweeping, that is, instead of the other team members, the group task into a personal task. This phenomenon is mainly due to the composition of the team members do not