当前,新课程积极倡导体验、参与、合作的教学模式,但在实际操作过程中,我们却发现热闹的表象下却有着不和谐的音符:“优势”学生比“弱势”学生表现出更为积极和更高质量的参与,他们总是承担着小组活动的重要工作,包括支配组员、提供资讯、汇报成果,俨然是学习的主角。而有一部分学生却总是不能承担实质性工作,他们或偶尔随声附和,或 At present, the new curriculum actively promotes the teaching mode of experience, participation, and cooperation. However, in the actual operation process, we found that the lively appearance has discordant notes: “advantageous” students are more active than “disadvantaged” students. With higher quality participation, they always undertake the important work of the group activities, including dominating the group members, providing information, and reporting on the results, which are the protagonists of learning. Some students, however, cannot always perform substantive work. They occasionally echo it, or