新课程实施以来,一直把改变学生学习方式,提倡自主学习、探究学习、合作学习,从而最终学会学习作为核心任务,而目前的课堂教学中也确实可以看到很多合作学习的踪影,例如理化生实验课上、公开课上、课外综合实践活动中都有合作学习,但是走进课堂,走进小组,我们发现合作学习还仅仅流于形式,看似很热闹的小组讨论其实根本没有深度合作的发生,合作学习过程中学生合作意识淡薄、合作秩序混乱、不能做到全员参与、“搭便车”、小组合作导致课堂时间无法把控,经常无法 Since the implementation of the new curriculum, we have been changing the way students learn, advocating autonomous learning, inquiry learning and cooperative learning, so as to ultimately learn to learn as their core task. However, the current classroom teaching can indeed see traces of cooperative learning such as physics and chemistry In the experimental class, there are cooperative learning in the open class and in the extracurricular comprehensive practice. However, when we walk into the classroom and into the group, we find that the cooperative learning is merely mere formality. The seemingly very lively group discussion does not actually cooperate in depth Occurred, cooperative learning process weak awareness of student cooperation, cooperation disorder, can not be full participation, “free riding ”, the group led to classroom time control, often can not