一、教师教育观念的根本性转变是促进幼儿合作学习的前提长期以来,许多教师延续着中国女性特有的母爱方式开展自己的工作,总认为幼儿年龄小,事事包办过多,替幼儿想的、做的过于周到,殊不知无形中剥夺了孩子锻炼的机会,使他们应有的潜能丧失在萌芽状态。进行课题实验以后,教师在反思中不断调整自己的教育行为,使之更具有适应性。比如,以前孩子间发生冲突求助教师时,教师图省事三言两语制止矛盾,结束冲突。现在,教师会反思:幼儿是怎么认识这件事的?怎么解决问题才能促进幼儿的自我成长。再如当幼儿在交往中 First, the fundamental change in the concept of teacher education is to promote the prerequisite for early childhood cooperative learning Since a long time, many teachers continue to carry out their own work the unique way of motherly love of Chinese women, always think young children are young, everything too much to do for children thinking , Doing too thoughtful, do not know virtually deprived children of opportunities for exercise, so that their due potential loss in the bud. After carrying out experiments, teachers constantly adjust their educational behaviors in reflection to make them more adaptable. For example, when children conflict with one another to help teachers, the teacher plans to save trouble and stop the conflict, ending the conflict. Now, teachers will reflect on: how children recognize this thing? How to solve the problem in order to promote children’s self-growth. Another example is when young children in communication