新课标下合作学习的问题与对策探究  

Exploration of the Problems and Countermeasures of Cooperative Learning under the New Curriculum Standards

作　　者：吴彩凤 Wu Caifeng(Zhanjiang City No.8 Primary School,Guangdong Province,Zhanjiang 524038,China)

机构地区：[1]广东省湛江市第八小学,广东湛江524038

出　　处：《成才之路》2023年第25期133-136,共4页Way of Success

基　　金：广东省教育科学规划领导小组办公室课题“玩出学问:‘双减’背景下社团创新建设与探索”(编号:2022YQJK256)研究成果。

摘　　要：合作学习是结构化、综合化的互助式学习方式,其在培养学生独立思考、动手实践、自主探索以及合作交流等方面能力上具有积极作用。然而,合作学习在实际应用到课堂教学过程中时,往往会与预设存在一定的差距。为了缩小这些差距,使合作学习的效果最佳,在新课标背景下,教师应以整体性思维深入理解和掌握合作学习模式,对合作学习中存在的各种问题以及问题产生的原因进行深入分析,并根据分析结果针对性地探究合作学习策略,再将合作学习策略合理应用于课堂教学中。Collaborative learning is a structured and comprehensive mutual aid learning approach that plays a positive role in cultivating students'abilities in independent thinking,hands-on practice,independent exploration,and cooperative communication.However,there is often a certain gap between cooperative learning and the preset when applied to classroom teaching.In order to narrow these gaps and achieve the best results of cooperative learning,under the background of the new curriculum standards,teachers should have a comprehensive understanding and mastery of cooperative learning models,conduct in-depth analysis of various problems and their causes in cooperative learning,and explore cooperative learning strategies targeted based on the analysis results,and then apply cooperative learning strategies to classroom teaching in a reasonable manner.

关 键 词：新课标 课程改革 合作学习 实施策略 互助性 高阶思维 问题 对策 

分 类 号：G622[文化科学—教育学]