“分组交流讨论法”自上世纪60年代被引入我国以来,褒贬不一。被一部分人认为是形式主义课堂的产物,背负着“重形式而少实效”的罪名!实际上“分组交流讨论法”确实会存在很多弊端,诸如由于学生层次不同,讨论中发言多少不同、时间不等、讨论无中心主题,难达成共识、讨论中纪律差等。但是实际上“分组交流讨论法”是一把双刃剑,它的优点是可以鼓励学生主动地进行思考,课堂分组交流讨论可以提高学生学习的积极性;可以让学生在相互的讨论中,学会如何有效地倾听和理解他人的观点和看法;可以有助于培养学生在相互合作与相互妥协中达成共识的能力。 “Group Exchange and Discussion Law ” has been mixed since the introduction of our country in the 1960s. Some people think that it is the product of a formalistic classroom, and is charged with “heavy form and less effective” charge! Actually, there are many shortcomings in the “group exchange and discussion law,” for example, due to different levels of students, How many different times, different time periods, no central theme, difficult consensus, poor discipline in discussion. However, in fact, “group discussion” is a double-edged sword, which has the advantage of encouraging students to take the initiative to think, classroom group discussions can improve student learning motivation; can allow students to discuss each other, Learning how to effectively listen to and understand other people’s perspectives and beliefs can help to develop students’ ability to reach consensus on mutual cooperation and mutual compromise.