近年来,一些专家学者在很多场合对数学合作探究学习提出质疑:接受学习应该是基础教育阶段学生主要的、最基础的学习方式,对合作探究学习的过分重视边缘化了接受学习;课堂实践中合作探究的形式大于内容,低效、无效甚至负效的讨论居多,简单问题复杂化、重复化……这些质疑反映了数学合作探究实践中的一些现象,但绝不是“回归”到“课改”以前老路子的理由。低效、复杂化、重复化的合作探究是忽视 In recent years, some experts and scholars have questioned mathematics cooperation inquiry learning on many occasions: accepting learning should be the primary and most basic learning method for students in basic education, and emphasizing the marginalization of cooperative inquiry learning to accept learning; in practice The forms of cooperative inquiry are more than content, ineffective, ineffective and even negative, most of which are complicated discussions and complicated ones. These questions reflect some phenomena in the practice of mathematical cooperation exploration, but they are by no means “regression” to “Curriculum reform” old reasons for the old ways. Inefficient, complex and repetitive cooperation is neglected