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新课程下的合作学习是一种以生生互动为主要取向的教学理论与策略体系.合作学习有利于改善课堂内的社会心理气氛、大幅度提高学生的学业成绩、促进学生形成良好的非认知心理品质.为此,笔者在生物教学中对如何开展合作学习所存在的误区作一分析,并提出了应对的策略.一、合作学习中存在的误区1.过于强调合作的形式.合作学习并没有从内容的需要和学生的角度出发,而是盲目地去让学生进行合作学习,只是为了合作而合作,在教学活动中只注重合作学习这一形式而不重
The cooperative learning under the new curriculum is a kind of teaching theory and tactics system that takes the interaction of students and students as the main orientation.Cooperative learning helps to improve the social psychology in the classroom, greatly improve students’ academic performance, and promote students to form a good non-cognitive Psychological quality.Therefore, the author in the biological teaching on how to carry out the mistakes in cooperative learning for an analysis and put forward strategies to cope with. First, the misunderstanding of cooperative learning 1. Too much emphasis on the form of cooperation. Cooperative learning and Rather than content needs and students’ perspectives, they blindly engage students in collaborative learning, only in cooperation and in instructional activities focusing only on collaborative learning rather than on