当前中小学地方课程包含两个方面内容:通用课程和专题课程。目前很多学校专题地方课程课堂教学存在一些问题。这种现象的出现固然是由于地方课程在目前社会中的文化、伦理、价值弱势等深层次原因导致,但一线地方课程教师还是可以通过课堂教学方式的变革来激发学生的内在学习动力,唤起地方课程的生命力。本文介绍了这样一种变革的尝试,一种在笔者近十年地方课程教学经历中形成的,被笔者和同事称之为“挑战讲台”的学生自主合作学习法。即在教师指导下,每位学生自主选择主题,完成课堂设计,组织课堂教学,同学教师反馈点评的合作学习模式。并讨论了这种学习模式的应用原则,优点和存在的问题。 The current primary and secondary local curriculum consists of two aspects: general courses and special courses. At present, many schools have some problems in the classroom teaching of local courses. The appearance of this phenomenon is due to the deep-rooted reasons of the local curriculum culture, ethics and value weakness in the current society. However, frontline local teachers can still motivate students’ inner learning motivation through the change of classroom teaching, The vitality of the course. This article describes such an attempt to change, a form of self-directed cooperative learning that the author and colleagues call “challenge rostrums” formed during the author’s teaching experience in the local curriculum over the past decade. That is, under the guidance of teachers, each student independently selects the subject, completes the classroom design, organizes classroom teaching, and classmates’ feedback comments on the cooperative learning model. And discussed the application of this learning model principles, advantages and problems.