当前,课堂教学方式、方法和策略,已经发生了根本性的转变。其中最显著的特点之一就是由“教”的课堂正在向“学”的课堂转型,因此,小组合作学习也被广泛地应用到课堂教学中。然而,许多教师对小组合作学习的内涵理解不够清晰,具体实施合作学习活动中,存在许多误区。一、小组合作学习形式化在课堂教学中,有的教师把小组合作学习作为适应新课程下课堂教学的必备形式,错误的认为没有小组合作学习就不是一节课改课,不是一节创新课。例如一节思想品德课上,教师出示问题组:1.什么样的情趣是高雅的情趣?2.为什么要追求高雅的情趣?布置完问题后,教师立即请同学们马上进行小组合作学习,讨论这两个问题。合 At present, fundamental changes have taken place in the classroom teaching methods, methods and strategies. One of the most notable features is that the classroom of “teaching” is being transformed into the classroom of “learning”. Therefore, group cooperative learning has also been widely applied to classroom teaching. However, many teachers do not understand the connotation of group cooperative learning clearly, and there are many misunderstandings in the implementation of cooperative learning activities. First, the group formalized cooperative learning In the classroom teaching, some teachers take group cooperative learning as an essential form of classroom teaching to adapt to the new curriculum, the wrong view that there is no group to study in cooperation is not a lesson to change, not an innovation class. For example, a section of ideology and morality class, the teacher shows the group of questions: 1. What kind of taste is elegant taste? 2. Why pursue the elegant taste? After the layout of the problem, the teacher immediately ask the students to immediately learn the group to discuss These two questions. Together