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与探究性学习一样,合作学习是新课程实现学生学习方式转变的着力点,是语文课程改革积极倡导的几种学习方式之一。目前很多中小学语文教师已经意识到合作学习的重要性,能够在课堂上让学生合作学习。但由于理论上的研究和实践上的探索还很不深入,目前在语文教学中的合作学习过多存在着流于形式的倾向。主要表现为:合作学习的任务不明确;合作学习的任务不适宜;合作学习的时机、时间不恰当;学生的合作学习缺乏教师的指导,学生无法有效、真正地合作。
Like inquiry learning, cooperative learning is the focus of the new curriculum in the transformation of students' learning styles and one of the several learning methods actively advocated by the Chinese curriculum reform. At present, many primary and secondary school language teachers have realized the importance of cooperative learning and are able to let students work together in class. However, since theoretical and practical exploration is still far from thorough, there is a tendency of formal cooperation in Chinese teaching. The main manifestations are: the task of cooperative learning is not clear; the task of cooperative learning is inappropriate; the timing and timing of cooperative learning are not appropriate; the cooperative learning of students lacks the guidance of teachers and the students can not effectively and truly cooperate.