课堂上让学生组成小组进行学习,作为一种符合新课程标准要求的学习方式,已经全面地走进我们的课堂。小组交流展示环节是由学生在自学质疑的基础上,充分发挥学生学习小组的作用,让学生先在学习小组内积极思考、合作学习探究,然后在班级课堂上进行交流展示,它不仅能促进学生思维的发展,还有利于增强学生的参与和合作意识,活跃课堂气氛,提高课堂效率,实现课堂教学的最优化。然而在实际教学过程中,如果运用不当则会起相反作用。那么,如何才能优化小组学习成果的展示方式,构 Classroom for students to form a group to learn as a new curriculum standards to meet the requirements of learning methods, has been fully into our classroom. The exchange and presentation of the group is based on the students ’self-learning questions, giving full play to the role of the student learning group so that students can actively think and cooperate with each other in the study group to explore and discuss in the class class. This not only promotes students’ The development of thinking, but also help to enhance students’ awareness of participation and cooperation, active classroom atmosphere, improve classroom efficiency, to achieve the optimal teaching in the classroom. However, in the actual teaching process, if used improperly, it will have the opposite effect. So, how can we optimize the presentation of group learning outcomes?