课堂中合作学习的误区
发布时间：2018-12-11 13:48
【摘要】：正随着新课改的深入,自主、合作、探究学习方式受到中小学教师热捧,成为中小学课堂教学中时髦并且彰显新课改特色的代名词,在这三种学习方式中,尤以合作学习的应用最为广泛。当你以听课者的身份走进中小学课堂,你会发现每个教师都会竭尽全力精心设计一个甚至多个合作学习的环节,因为他们害怕被所谓的"专家"贴上"不符合新课改理念"的标签。然而细细推敲,中小学教师课堂教学中合作学习方式的采用有时真的是形式大于内容,有的纯粹是为了合作而合作,而不追求合作学习真实的价值和意义。也就是说,中小学教师在合作学习的认识及有效使用上还存在一些误区。一、教师对合作学习的特性认识不清尽管新课改倡导改变传统教学中接受学习一统课堂教学的局面,提倡结合不同学科不同内容恰当地
[Abstract]:With the deepening of the new curriculum reform, independence, cooperation, inquiry learning methods are popular among primary and secondary school teachers, become fashionable in primary and secondary school classroom teaching and highlight the characteristics of the new curriculum reform synonyms, in these three learning methods, In particular, cooperative learning is the most widely used. When you go into the classroom as a listener, you will find that every teacher will try his best to design one or more cooperative learning links. Because they fear being labelled as "not in line with the new curriculum" by so-called "experts". However, in the classroom teaching of primary and secondary school teachers, the use of cooperative learning is sometimes more formal than content, and some are purely for the sake of cooperation, without pursuing the true value and significance of cooperative learning. In other words, there are still some misunderstandings in the cognition and effective use of cooperative learning by primary and middle school teachers. First, teachers do not have a clear understanding of the characteristics of cooperative learning, although the new curriculum reform advocates changing the situation of accepting unified classroom teaching in traditional teaching and advocating proper integration of different subjects and different contents.
【作者单位】： 山东师范大学课程与教学研究中心;
【分类号】：G424
，
本文编号：2372660
[Abstract]:With the deepening of the new curriculum reform, independence, cooperation, inquiry learning methods are popular among primary and secondary school teachers, become fashionable in primary and secondary school classroom teaching and highlight the characteristics of the new curriculum reform synonyms, in these three learning methods, In particular, cooperative learning is the most widely used. When you go into the classroom as a listener, you will find that every teacher will try his best to design one or more cooperative learning links. Because they fear being labelled as "not in line with the new curriculum" by so-called "experts". However, in the classroom teaching of primary and secondary school teachers, the use of cooperative learning is sometimes more formal than content, and some are purely for the sake of cooperation, without pursuing the true value and significance of cooperative learning. In other words, there are still some misunderstandings in the cognition and effective use of cooperative learning by primary and middle school teachers. First, teachers do not have a clear understanding of the characteristics of cooperative learning, although the new curriculum reform advocates changing the situation of accepting unified classroom teaching in traditional teaching and advocating proper integration of different subjects and different contents.
【作者单位】： 山东师范大学课程与教学研究中心;
【分类号】：G424
，
本文编号：2372660
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