【案例背景】今年我校开展了课堂教学改革,实施了友善用脑,而团队学习正是友善用脑课堂教学模式的基本形式。因此,小组合作模式被越来越多地加入了课堂,我们教师在设计课堂教学的过程中总是想方设法地安排小组合作交流。小组是一个学习的单位,教师在课堂教学中,要发挥好小组的作用,使他们成为主角,成为教学过程的中心,在小组合作中养成乐群、互助的品格和友好的合作精神。教师不应越俎代庖,独占讲台,夸夸其谈。而应创设学习场景、诱发学生思考、引导学习结论。然而在实践过程中,“合作学习”往往流于形式或者作用不大,例如,合作操之过急,合作次数过多,合作时 【Case Background】 This year, our school carried out the reform in classroom teaching, implemented a friendly brain, and team learning is the basic form of friendly brain-based teaching mode. Therefore, the group cooperation model is more and more joined in the classroom, our teachers in the design of classroom teaching is always trying to arrange group exchanges and cooperation. The group is a unit of learning. In classroom teaching, teachers should give play to the role of small groups so that they may become the protagonists and become the center of the teaching process. In the group cooperation, teachers develop groups of music, mutual aid, and friendly cooperation. Teachers should not be the slightest, monopolize the podium, rhetoric. Instead, it should create a learning scene to induce students to think and guide the learning conclusion. However, in practice, “cooperative learning ” tends to be in the form or not useful, for example, co-operation too fast, too many cooperation, cooperation