中小学合作学习案例分析与理性审视

发布时间：2018-12-18 20:32

【摘要】：随着基础教育课程改革的深入推进,合作学习日益渗透到学校课堂领域。合作学习倡导学生学习的主体性、主动性和师生关系的互助性,符合新课改教学理念,被广泛应用于中小学课堂教学实践。但合作学习的系统运用源于国外,我国引进合作学习后,对合作学习缺乏深刻的认识,出现了许多认识误区,导致合作学习实践面临诸多困境。基于深化课程改革的需要,重新认识并反思合作学习显得尤为重要。本研究的主体内容包括四章:第一章,合作学习:历程、内涵及价值。从历史的角度梳理合作学习的发展历程,结合前人已有研究,界定了合作学习的内涵:以学习小组为基本形式,以对话为基本开展机制,以相应的合作技术技能为支撑,灵活开发和运用学校各种教学资源,调动教学场域内所有相关主体的参与积极性,在全体发展的基础上,促进每位学生个体发展的一种教学理念。在此基础上,阐明了合作学习的重要价值:实现知识的差异共享、凸显教学的情意功能、发展学生的综合素质、丰富师生关系内涵等。第二章,中小学合作学习的案例分析。针对合作学习目前存在的现实困境,呈现了三所学校开展合作学习的实践案例,即生本课堂下的合作学习、“技术导向”下的合作学习、云课堂下的合作学习,并概括了各自的实践特色。这是下文理性反思合作学习的现实基础。第三章,范畴思维下合作学习的理性审视。运用范畴思维的方法,围绕六对基本范畴,即立场规限、小组构建、机制展开、方式习得、手段选择、目标定位,对合作学习展开理性反思。这可以在一定程度上丰富合作学习的理论体系。第四章,合作学习的实践展望。结合案例分析及其理性思考,对合作学习提出了改进建议。要取得合作学习的实效,需要对合作学习的展开进行一体化设计,包括积极寻求合作路径、合作引领学校愿景、建设教师合作团队、树立课程协作思想、重视合作“双技”培训、建立合作评价体系等。
[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.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.4

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