同伴间的互助学习能够让儿童在讨论、争辩、倾听、认知冲突、不充分推理被揭示等交互活动中引发高质量的认知理解,从而促进其自主性和智力的发展。然而这种自主学习在现实中很难成行,我们会因为所谓的“目标意识”和老师的权威而急切地阻断儿童的自主学习。本文作者很好地实践了这种合作学习的方式,虽然其教育对象是一年级的学生,教学内容是围绕写作学习展开的,但教师在观察、了解儿童的基础上,通过不断的反思改变自己的教学方式,尝试着褪去自身的权威,为儿童提供了同伴学习的平台,并积极关注他们的学习过程,以提供工具、环境等方式给予适宜的支持,让儿童在和同伴、材料以及环境的互动中建构自己的认知。这一切充分调动了儿童的主体性,让我们看到了儿童在同伴影响下自觉、自主地学习的能力,也为我们在实践中调动幼儿的主动性、促进幼儿的自主学习提供了思路。而这正是我们把这篇文章呈现给大家的原因。 Companion learning among peers enables children to trigger high-quality cognitive comprehension in interactive activities such as discussion, debate, listening, cognitive conflict, inadequate reasoning, etc. to promote their autonomy and intellectual development. However, this type of self-regulated learning is very hard to come by in reality, and we will eagerly block children’s autonomous learning because of the so-called “target consciousness ” and teachers ’authority. The author of this article has a good practice of this cooperative learning, although its object of education is a first-year students, teaching content is around the writing study, but teachers observe and understand the basis of children, through continuous reflection to change themselves Try to fade their own authority, provide children with a platform for peer learning, and actively follow their learning process, provide suitable support in the form of tools, environment and so on, so that children and their peers, materials and environment Build your own understanding of interactions. All this fully mobilized the children’s subjectivity and showed us the ability of children to learn consciously and voluntarily under the influence of their peers. This also provided us with ideas for us to mobilize young children’s initiative and promote children’s autonomous learning in practice. And that’s why we present this article to everyone.