一、忌分工不明确案例:在学习篮球行进间低手投篮时,教师提出“以右手投篮为例,在跨步接球时,应先迈哪只脚”让学生进行讨论,并得出结论。分析:本案例没有明确分组,也没有具体分工,直接安排学生讨论,学生自然不得要领。如果教师安排:相邻的三名学生为一组,各组一名学生练习,其他两名学生一左一 First, avoid the division of labor is not clear Case: In the study of basketball dribbling between low shot, the teacher proposed “to the right hand shot, for example, in the step-by-step ball, which step should be the first step ” let the students to discuss and Conclusion. Analysis: The case is not clear grouping, there is no specific division of labor, direct discussion of student discussions, students naturally can not get the essentials. If the teacher arranges: three adjacent students in one group, one student in each group practice, the other two students one by one