《小学数学合作学习的实验与研究》教育随笔汇编.docVIP

《小学数学合作学习的实验与研究》 城子小学数学课题组目 录 把握合作时机是合作学习的关键·············································1 出人意料的小组合作·······················································3 位置与方向中的小组合作探究学习···········································4 关于小组合作学习的感想···················································5 合作交流＝小组学习？·····················································7 教师在小组合作学习中的角色转换···········································9 小学数学合作学习的随想··················································11 教育随笔——小学数学课中的合作学习······································13 浅谈低年级小组合作学习··················································15 如何操作小组合作学习····················································17 如何在小组学习中有效的让学生动起来呢？··································20 如何组织学生进行小组合作学习············································21 如何做好小组学习························································23 我这样培养课堂合作学习小组··············································25 小组合作给我的启示······················································30 小组合作学习的反思······················································32 小组合作学习的反思······················································35 小组合作学习的意义······················································38 小组合作学习点滴体会····················································41 小组合作学习中如何培养学生的倾听能力····································43 如何组织学生进行有效的合作学习，在课堂上实现生生之间、师生之间互动交流？········································································46 “小组合作学习”≠学生的“孤军奋战” ······································48 有效合作学习要落到实处··················································51 如何组织有效的小组合作学习··············································54 把握合作时机是合作学习的关键 城子小学 王鹏飞 听课中有时会发现：为了让学生能有广泛的参与，一有问题，老师都要学生合作讨论，一些没有思维容量，甚至是根本就不需要讨论的问题充斥其中，学生没有参与讨论的兴趣，课堂时间也大量浪费了，教学效率事半功倍。时时合作、时时探究，会使学生产生厌倦的心理。这是目前小组合作学习开展中的一个薄弱环节。 反思：小组合作学习只是反映在形式上，盲目的开展并没有真正意义上的合作，这样的合作是低效的，甚至是无效的。 策略：把握恰当的合作时机。开展合作学习，要精选合作内容。只有学生对合作学习的任务很明确，只有多数学生感到需要合作时，小组合作学习才是有效的。 ①内容容易产生歧义的，有探讨性的问题 ②开放性问题，思路可能多样时 ③内容具有较大难度的，学生不能独立解决的 ④当问题具有挑战性，能激发学生的探索欲望时 ⑤重点的问题，例如对有关概念的理解，对解题方法的把握以及运用数学的规律等 例如我在