基于深圳市小学数学课堂的小组合作学习探究

发布时间：2019-05-08 05:29

【摘要】：合作是人在社会中赖以生存的重要能力之一,是新世纪人才必不可少的能力之一。随着素质教育的深入实施和新课程标准的提出与推广,教学重点不再仅仅是学会知识,更多的是注重培养学生的独立、创新、合作与交流能力,小组合作学习作为满足这一条件的新型教学模式得到了很多国家的认可和使用。小组合作学习一方面改变了学生的学习方式,但另一方面也增加了教师的教学困难,例如课堂秩序难以调控、学生的学业成绩很难得到保证。在具体的实践当中,很多教师的课堂看似非常热闹,但只有形式没有实质,小组合作学习只是一种流于形式的课堂环节。在深圳市东昌小学进行的小组合作学习中,以课堂小组合作的学习较多。然而,在学校强调学业成绩的环境下,由于小学生的生理特点和认知水平,小学教师的理论水平、指导技能等因素的影响,课堂小组合作学习存在着诸多问题。纵观国内关于合作学习的研究,大多是从宏观的角度对合作学习进行理论的分析,缺乏针对性。因此结合合作学习理论基础以及前人完成的文献、资料等,通过实地调研分析,亲身实践,挖掘东昌小学在课堂小组合作学习中普遍存在的不足,又深入而细致地探寻这些问题存在的原因,并在此基础上,相应地提出了解决对策。本文主要采用访谈法、观察法、文献分析法和教学实践四种研究方法。文章第一章引言,概述了问题提出的背景、研究意义、国内外研究现状；第二章从建构主义、最近发展区、人本主义等多方面阐述合作学习的理论基础,给出明确的小组合作学习的定义,提出小组合作学习的基本要素；第三部分从小学生的思维特征、情感特征、学习经验特征论述小学生的学习特点及发展要求,再次阐述小组合作学习的必要性和重要性；第四章根据调查分析找出东昌小学在课堂小组合作学习中的问题,其中教师理论水平参差不齐、指导技能有待提高,学生学习的自主意识薄弱,小组合作学习质量不高等较为普遍,并根据观察访谈深入挖掘问题背后的原因所在；第五章在对以往研究的分析和自身探索下,分别从学校、教师、学生的角度提出解决对策；第六章结合自身实践,举出教学实例来进一步探寻小组合作学习；第七章指出本文的不足之处,并对小组合作学习的发展进行展望。
[Abstract]:Cooperation is one of the most important abilities for human beings to survive in society, and it is also one of the essential abilities for talents in the new century. With the in-depth implementation of quality-oriented education and the introduction and promotion of new curriculum standards, the focus of teaching is no longer just learning knowledge, but paying more attention to cultivating students' ability of independence, innovation, cooperation and communication. Group cooperative learning as a new teaching model to meet this condition has been recognized and used by many countries. On the one hand, group cooperative learning has changed the students' learning style, but on the other hand, it has also increased the teachers' teaching difficulties, for example, the classroom order is difficult to regulate and the students' academic achievements are difficult to be guaranteed. In the concrete practice, the classroom of many teachers seems very lively, but only the form has no substance, the group cooperative learning is only a kind of formal classroom link. In Dongchang Primary School of Shenzhen City, the study of group cooperation in class is more than that of group cooperation. However, under the environment of emphasizing academic achievement in school, there are many problems in group cooperative learning due to the influence of the physiological characteristics and cognitive level of primary school students, the theoretical level of primary school teachers, the guiding skills and other factors. Throughout the domestic research on cooperative learning, most of the theoretical analysis of cooperative learning from the macro point of view, lack of pertinence. Therefore, combined with the theoretical basis of cooperative learning and previous literature, materials and so on, through on-the-spot investigation and analysis, personal practice, mining Dongchang primary school in the classroom group cooperation learning common deficiencies, Furthermore, the causes of these problems are explored deeply and meticulously, and on this basis, the corresponding countermeasures are put forward. This paper mainly adopts four research methods: interview method, observation method, literature analysis method and teaching practice. The first chapter is the introduction, which summarizes the background, the significance of the research and the present situation of the research at home and abroad. The second chapter expounds the theoretical basis of cooperative learning from constructivism, recent development area, humanism and so on, gives a clear definition of group cooperative learning, and puts forward the basic elements of group cooperative learning. The third part discusses the characteristics and development requirements of pupils' learning from the characteristics of students' thinking, emotion and learning experience, and then expounds the necessity and importance of group cooperative learning. The fourth chapter finds out the problems of group cooperative learning in Dongchang primary school according to the investigation and analysis, in which the teachers' theoretical level is uneven, the guiding skills need to be improved, and the students' self-consciousness of learning is weak. The quality of group cooperative learning is not high and so on, and according to the observation and interview, the reasons behind the problems are deeply explored. The fifth chapter puts forward the solutions from the angle of school, teachers and students respectively under the analysis of the past research and its own exploration; the sixth chapter, combining with its own practice, gives out teaching examples to further explore the group cooperative learning; The seventh chapter points out the shortcomings of this paper, and looks forward to the development of group cooperative learning.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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