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新课程实施十四年来,以小组合作交流为形式,以培养学生学习品质和团队精神,养成健康、和谐的交往能力为主旨的合作学习方式的教学实践取得了阶段性的成效,合作学习已经成为课堂教学活动的主要方式之一。但是,在课堂教学观摩中,我们还是注意到由于教师对合作学习的本体性理论学习和实践性策略应用两个方面存在着认识、理解上的偏差,合作学习呈现出形式化、低效能的状态。第一,淡化自主学习是合作学习的根本保障这一辩证关系,活动过程显现出重“合作”轻“自
Since the implementation of the new curriculum, the teaching practice in the form of group cooperation and exchange, the form of cooperative learning with the aim of cultivating students' learning qualities and teamwork, and developing healthy and harmonious exchanges has achieved phased results. The cooperative learning has been implemented Become one of the main ways of classroom teaching activities. However, in the classroom teaching observation, we also noticed that due to teachers' cognition and understanding deviation in the two aspects of ontological theory of cooperative learning and application of practical strategies, cooperative learning shows a formalized and inefficient state . First, diluting self-directed learning is the dialectical relationship that guarantees the fundamental protection of cooperative learning. The process of the activity shows that ”cooperation“ is ”light"