中小學合作學習案例分析與理性審視
發(fā)布時間：2018-12-18 20:32
【摘要】：隨著基礎(chǔ)教育課程改革的深入推進,合作學習日益滲透到學校課堂領(lǐng)域。合作學習倡導(dǎo)學生學習的主體性、主動性和師生關(guān)系的互助性,符合新課改教學理念,被廣泛應(yīng)用于中小學課堂教學實踐。但合作學習的系統(tǒng)運用源于國外,我國引進合作學習后,對合作學習缺乏深刻的認識,出現(xiàn)了許多認識誤區(qū),導(dǎo)致合作學習實踐面臨諸多困境�；谏罨n程改革的需要,重新認識并反思合作學習顯得尤為重要。本研究的主體內(nèi)容包括四章:第一章,合作學習:歷程、內(nèi)涵及價值。從歷史的角度梳理合作學習的發(fā)展歷程,結(jié)合前人已有研究,界定了合作學習的內(nèi)涵:以學習小組為基本形式,以對話為基本開展機制,以相應(yīng)的合作技術(shù)技能為支撐,靈活開發(fā)和運用學校各種教學資源,調(diào)動教學場域內(nèi)所有相關(guān)主體的參與積極性,在全體發(fā)展的基礎(chǔ)上,促進每位學生個體發(fā)展的一種教學理念。在此基礎(chǔ)上,闡明了合作學習的重要價值:實現(xiàn)知識的差異共享、凸顯教學的情意功能、發(fā)展學生的綜合素質(zhì)、豐富師生關(guān)系內(nèi)涵等。第二章,中小學合作學習的案例分析。針對合作學習目前存在的現(xiàn)實困境,呈現(xiàn)了三所學校開展合作學習的實踐案例,即生本課堂下的合作學習、“技術(shù)導(dǎo)向”下的合作學習、云課堂下的合作學習,并概括了各自的實踐特色。這是下文理性反思合作學習的現(xiàn)實基礎(chǔ)。第三章,范疇思維下合作學習的理性審視。運用范疇思維的方法,圍繞六對基本范疇,即立場規(guī)限、小組構(gòu)建、機制展開、方式習得、手段選擇、目標定位,對合作學習展開理性反思。這可以在一定程度上豐富合作學習的理論體系。第四章,合作學習的實踐展望。結(jié)合案例分析及其理性思考,對合作學習提出了改進建議。要取得合作學習的實效,需要對合作學習的展開進行一體化設(shè)計,包括積極尋求合作路徑、合作引領(lǐng)學校愿景、建設(shè)教師合作團隊、樹立課程協(xié)作思想、重視合作“雙技”培訓(xùn)、建立合作評價體系等。
[Abstract]:With the deepening of curriculum reform in basic education, cooperative learning is increasingly infiltrating into the classroom. Cooperative learning advocates students' subjectivity, initiative and mutual help between teachers and students. It conforms to the new teaching concept of curriculum reform and is widely used in classroom teaching practice in primary and secondary schools. But the systematic application of cooperative learning originates from foreign countries. After the introduction of cooperative learning in our country, there is a lack of profound understanding of cooperative learning, and many misunderstandings appear, which lead to many difficulties in cooperative learning practice. Based on the need of deepening curriculum reform, it is particularly important to re-understand and reflect on cooperative learning. The main content of this study includes four chapters: chapter one, Cooperative Learning: course, connotation and value. Combing the development course of cooperative learning from the historical point of view, combining with the previous studies, this paper defines the connotation of cooperative learning: taking the learning group as the basic form, taking dialogue as the basic development mechanism, and taking the corresponding cooperative technical skills as the support. Flexible development and use of all kinds of teaching resources in the school, mobilize the participation of all relevant subjects in the teaching field enthusiasm, on the basis of the overall development, promote each student individual development of a teaching concept. On this basis, this paper expounds the important value of cooperative learning: realizing the sharing of knowledge differences, highlighting the emotional function of teaching, developing students' comprehensive quality, enriching the connotation of teacher-student relationship, and so on. The second chapter is a case study of cooperative learning in primary and secondary schools. In view of the current difficulties of cooperative learning, there are three practical cases of cooperative learning in three schools, that is, cooperative learning under student-oriented classroom, cooperative learning under "technology-oriented", cooperative learning under cloud classroom. And summarized their practical characteristics. This is the realistic foundation of rational reflection on cooperative learning. Chapter three, the rational examination of cooperative learning under category thinking. By using the method of category thinking, this paper focuses on six pairs of basic categories, that is, position restriction, group construction, mechanism development, mode acquisition, means selection, target orientation, and rational reflection on cooperative learning. This can enrich the theory system of cooperative learning to some extent. The fourth chapter, the practice prospect of cooperative learning. Combined with case analysis and rational thinking, suggestions for improvement of cooperative learning are put forward. In order to achieve the actual effect of cooperative learning, it is necessary to design the cooperative learning in an integrated way, including actively seeking the cooperative path, co-leading the vision of the school, building the teachers' cooperative team, and setting up the curriculum cooperation thought. Attach importance to the cooperation of the "double skills" training, the establishment of cooperative evaluation system.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G632.4
本文編號：2386460
[Abstract]:With the deepening of curriculum reform in basic education, cooperative learning is increasingly infiltrating into the classroom. Cooperative learning advocates students' subjectivity, initiative and mutual help between teachers and students. It conforms to the new teaching concept of curriculum reform and is widely used in classroom teaching practice in primary and secondary schools. But the systematic application of cooperative learning originates from foreign countries. After the introduction of cooperative learning in our country, there is a lack of profound understanding of cooperative learning, and many misunderstandings appear, which lead to many difficulties in cooperative learning practice. Based on the need of deepening curriculum reform, it is particularly important to re-understand and reflect on cooperative learning. The main content of this study includes four chapters: chapter one, Cooperative Learning: course, connotation and value. Combing the development course of cooperative learning from the historical point of view, combining with the previous studies, this paper defines the connotation of cooperative learning: taking the learning group as the basic form, taking dialogue as the basic development mechanism, and taking the corresponding cooperative technical skills as the support. Flexible development and use of all kinds of teaching resources in the school, mobilize the participation of all relevant subjects in the teaching field enthusiasm, on the basis of the overall development, promote each student individual development of a teaching concept. On this basis, this paper expounds the important value of cooperative learning: realizing the sharing of knowledge differences, highlighting the emotional function of teaching, developing students' comprehensive quality, enriching the connotation of teacher-student relationship, and so on. The second chapter is a case study of cooperative learning in primary and secondary schools. In view of the current difficulties of cooperative learning, there are three practical cases of cooperative learning in three schools, that is, cooperative learning under student-oriented classroom, cooperative learning under "technology-oriented", cooperative learning under cloud classroom. And summarized their practical characteristics. This is the realistic foundation of rational reflection on cooperative learning. Chapter three, the rational examination of cooperative learning under category thinking. By using the method of category thinking, this paper focuses on six pairs of basic categories, that is, position restriction, group construction, mechanism development, mode acquisition, means selection, target orientation, and rational reflection on cooperative learning. This can enrich the theory system of cooperative learning to some extent. The fourth chapter, the practice prospect of cooperative learning. Combined with case analysis and rational thinking, suggestions for improvement of cooperative learning are put forward. In order to achieve the actual effect of cooperative learning, it is necessary to design the cooperative learning in an integrated way, including actively seeking the cooperative path, co-leading the vision of the school, building the teachers' cooperative team, and setting up the curriculum cooperation thought. Attach importance to the cooperation of the "double skills" training, the establishment of cooperative evaluation system.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G632.4
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