内容摘要小组合作学习是目前我国积极倡导的有效学习方.docVIP

PAGE PAGE 15 内容摘要：小组合作学习是目前我国积极倡导的有效学习方式之一，它是一种以合作学习小组为基本形式，系统利用各因素之间的互动，以团体成绩为评价标准，共同达成教学目标的教学组织形式。其实质是提高学习效率，培养学生良好的合作品质和学习习惯。然而，目前课堂教学中的“小组合作学习”往往存在“注重形式，忽视实质，缺乏实效”的现象。我经过一定的学习和观察，认为要想行之有效的开展小组合作学习，首先应对小组合作学习的精神实质有一个正确的理解，在此基础之上联系实际提出几点有针对性的、切实可行的教学策略和评价方法。通过对小组合作学习的策略及评价的研究来探讨在教育教学工作中，如何有效地开展小组合作学习，将小组合作学习真正落到实处。 关 键 词：小组合作学习 策略 评价 Abstract: Group-based collaborative learning is an effective way of learning, and it is actively advocated in our country at present. Its basic working unit is collaborative learning groups and its evaluating standard is the achievement of the groups. By making use of the interactions of the factors in the system, the groups will make their joint effort so as to achieve the instructional goals. Its essence is to enhance the efficiency of learning as well as to cultivate students’ awareness of collaboration and train their habits of learning. However, the group-based collaborative learning currently conducted in our classroom instruction often emphasizes its exterior form while neglects its essence, and thus shows a lack of real effect. By conducting research and observation in the field, I think we should gain a right understanding of the real essence of group-based collaborative learning before we could effectively implement it. Based on the research above, the author puts forward some pertinent and practical instructional strategies and evaluating methods. Based on our research on the strategies and evaluation of group-based collaborative learning, the paper discusses how to effectively implement it and put it into effect in instruction. Key Words: Group-based collaborative learning Strategy Evaluation 1.引言 “小组合作学习”于1970年兴起于美国，1980年起在世界范围取得实质性进展，1990年起在我国部分地区和学校进行了实验研究。小组合作学习是以3-6人组成的小组活动为主体而进行的一种教学活动。它把一个班的学生按照学业成绩、思想品德和心理素质等因素平均分成若干个“组间同质、组内异质”的小组，教学过程的所有环节都以小组活动为核心[1]。采取小组合作学习法能使学生学会怎样与别人合作，同时更有利于培养学生的探索、创新精神。 虽然小组合作学习已被证明是一种较好的教学模式，但由于理论研究深度不够、缺乏正确的引导，有些应用只是表面上有“小组合作学习”的形式，在实质上，却与合作学习的主旨和精髓相去甚远，因而就出现了对小组合作学习的误解和误用。目前课