以《黄山奇石》一课为例合作学习三题

摘要：合作学习是小组成员通过组内、组间充分讨论交流，共同达成教学目标的学习方式，它的导向是共同的目标，它的基本形式是合作小组，它的评价标准是团体成绩。合作学习有利于“成人”、“成才”、“成功”，然而，笔者通过课堂观察发现，合作学习中主题选择无效化、合作方法单一化、合作评价过于注重结果等问题层出不穷，这些问题导致了合作学习效果的低下。笔者结合这些问题，以《黄山奇石》一课为例从合作学习主题有效化、合作学习方法多样化、合作学习评价系统化三方面来探索合作学习在课堂教学中的运用，以期提高合作学习效果。48604

毕业论文关键词：合作学习；主题选择；学习方法；学习评价

Three problems of Cooperative Learning

——Illustrated by the example of Huang Shan Qi Shi

Abstract: Cooperative learning is a kind of learning styles which pides some students into several groups with clear roles for each student, making students have discussions focusing on the learning task，and a learning task for the team to accomplish. Its orientation is a learning task, its basic organizational form is the cooperation group, its evaluation criteria is group performance. Cooperative learning can promote students to become the "adults", "talents"", " successful persons ".However, through classroom observations, I found that there are some problems in practice. These problems are : choosing invalidity of theme of cooperative learning; choosing single strategy of cooperative learning; attaching too much importance to results and so on. These problems lead to a superficial, low-effective even ineffective of cooperative learning. these problems is illustrated by the example of Huang Shan Qi Shi from three aspects: choosing instructive themes of cooperative learning, choosing varied strategies of cooperative learning, taking procedural evaluations of cooperative learning to improve the effectiveness of cooperative learning.

Keywords: Cooperative learning；Choose theme of cooperative learning；Strategy of cooperative learning；evaluated of cooperative learning

摘要 1

Abstract 1

引言 1

一、合作学习主题有效化 2

二、合作学习方法多样化 4

三、合作学习评价过程化 6

参考文献 8

致谢 9

合作学习三题——以《黄山奇石》一课为例

“合作学习是在课堂教学中以小组合作为基本形式，让学生共同学习，从而尽可能地促进他们自身以及他人的学习。”[1]这是戴维·约翰逊（David W.Johnson）和罗杰·约翰逊（Roger T.Johnson）对合作学习的解释。目前对“合作学习”这一概念的认识并没有达成统一，结合有关合作学习的文献，笔者认同这一观点：合作学习是小组成员通过组内、组间充分讨论交流，共同达成教学目标的学习方式，它的导向是共同的目标，它的基本形式是合作小组，它的评价标准是团体成绩[2]。

合作学习具有特殊的价值。

首先，它有利于促进学生成人。正如马克思所说的那样：“人是一切社会关系的总和”，学生作为学习主体的人，通过在合作学习中与他人的积极互动，学会沟通，学会互动，学会分享，逐渐实现学生从其自然生物性存在向社会性存在的转化。

其次，合作学习有利于促进学生成才。在合作学习的过程中学生能够从自己已有的经验出发，讨论知识，质疑知识，加深对知识的认识与理解，提高语言的组织与表达能力、提高自我反思能力以及创造能力。以《黄山奇石》一课为例合作学习三题 :http://www.youerw.com/jiaoxue/lunwen_51260.html