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小组合作学习,作为新课程倡导的三大学习方式之一,在形式上成为有别于传统教学的一个最明显特征。它有力地挑战了教师“一言堂”的专制,同时也首次在课堂上给了学生自主、合作的机会,目的是培养学生团队合作精神和竞争意识,发展交往与审美的能力,强调合作动机和个人责任。美国当代著名教育评论家埃利斯和福茨在其新著《教育改革研究》一书中断言:“合作学习如果不是当代最大的教育改革的话,那么它至少也是其中最大的之一。”然而在实际操作中,由于认识的偏差也出现了一些值得思考的问题。本文结合我校教学实践中的典型案例和现象,从一定角度进行剖析,同时提出问题解决的相关对策。
As one of the three major learning styles advocated by the new curriculum, the group cooperative learning has become one of the most obvious features in form that is different from traditional teaching. It challenged the teachers ’absurdity autocracy, but also for the first time in the classroom gave students the opportunity of autonomy and cooperation, the purpose is to develop students’ team spirit and sense of competition, the development of exchanges and aesthetic ability, emphasizing the motivation and individual cooperation responsibility. Ellis and Ford, the famous contemporary American educational critic, in his new book, “Educational Reform Studies,” asserted: “Cooperative learning is at least one of the greatest if not the biggest educational reform of its time.” However, In practice, there are some problems worth thinking because of the deviation of understanding. Based on the typical cases and phenomena in teaching practice in our university, this paper analyzes from a certain angle and puts forward some countermeasures for problem solving.