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在课改的今天,生物教学面临双重压力:课堂的趣味性和知识的传授性.传统式的“满堂灌”使学生兴味索然,思维抑制,在课后经常出现“荒漠现象”。对此,教师责怪学生不爱学,学生埋怨教师不行。如何走出这一生物教学的误区呢?可借用“小组合作学习”模式,优化课堂。“小组合作学习”是指学生在小组或团队中为了完成共同的任务,有明确责任分工的互助性学习。为了取得最佳教学效果,教师利用互助式学习教学,让学生在一起学习和探讨,通过集体智慧的充分发挥、互助学习,学生不仅可以从教师那里获取知识,还可以从同伴身上获取知识,使所有学生的学习效果最佳化。下面浅谈本人对小组合作学习在生物教学方面的基本思想、应用和影响的认识:
In today’s curriculum reform, biology teaching faces double pressures: the fun of class and the impartation of knowledge.The traditional style of “full house” makes students feel natural and restrain their thinking, often appearing “desert phenomenon ” after class. In this regard, teachers blame students do not love to learn, students blame teachers not. How to get out of the misunderstanding of this biological teaching? Can borrow “group cooperative learning ” mode, optimize the classroom. “Group cooperative learning ” refers to the students in the group or team in order to accomplish a common task, there is a clear division of responsibilities of mutual aid learning. In order to achieve the best teaching results, teachers use mutual-aid learning and teaching so that students can learn and explore together. Through collective wisdom, mutual help and study, students not only acquire knowledge from teachers but also acquire knowledge from their peers. All students learn best. Below to talk about my group to learn the basic ideas of cooperation in biological teaching, application and impact of understanding: