共查询到20条相似文献，搜索用时 183 毫秒
1.
开展语文综合性学习,既能培养学生自主探究的能力,又能培养学生合作学习的意识及能力。在开展综合性学习的过程中,教师要相信学生自身的潜能,培养其合作学习的意识;要宏观调控学习内容,把握合作学习方向;要指点合作学习方法,增强合作学习效果;要注重学习过程的评价,激发学生的合作学习热情。 相似文献
2.
刁宏杰 《延边教育学院学报》2012,(3):95-96,99
合作学习是指学生在小组或团队中为了完成共同的学习任务,开展有明确的责任分工的互助性学习。在小学语文教学中开展合作学习可从以下几个方面着手：根据学生差异特点进行小组搭建,培养学生的合作意识;引导学生掌握合作学习的方法;加强指导,促进合作小组的成长;指导学生加强课外联系。 相似文献
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合作学习法应用于语文教学中,有利于凸显学生的课堂主体地位,培养学生的问题意识和创新精神。文章分析语文课堂教学中有效合作的意义,探究提升合作学习法教学效率的策略:科学组建合作小组;合理分工,明确责任;确定合作时机;合理选择合作学习的内容;重视成果展示,开展多元评价。 相似文献
4.
谢丹 《读与写:教育教学刊》2010,7(8):126-126,140
小组合作学习是指学生在小组中为了完成共同的任务,达成学习目标,有明确的责任分工与合作的互助性学习。小组合作学习的有效开展,需要满足营造合作氛围,使学生愿合作;精选合作材料,使学生能合作;教给合作技能,使学生会合作等条件。高中历史教学小组合作学习主要有小组互助、小组比赛、自由论坛等模式。高中历史教学中小组合作的有效开展,需要以转变教学观念、端正教学角色;留足学生独立学习时间;完善合作小组评价作为保障。 相似文献
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吴伟星 《中国小学语文教学论坛》2013,(11):40-41
语文教学中如何构建信息化环境,促进学生的个性化学习？可以从五方面入手：确立有利于学生个性化学习的学习目标;开展批注阅读;开展自主学习;开展合作学习;开展探究学习。构建信息化环境,促进学生的个性化学习,让学生的语文学习更积极、更有趣、更生动。 相似文献
7.
刘铁梅 《试题与研究：高中理科综合》2019,(30):0142-0142
随着教育改革的不断推进落实,鼓励学生开展合作学习这种新型的教学模式成为教师的重点教学工作之一。一方面,学生之间的合作学习能增强班级凝聚力,为班级中的学生营造热烈的学习氛围;另一方面,这种新型的教学模式能够让学生在与同龄人的沟通合作中掌握教学内容,培养学习习惯。因此,合作学习模式值得教师在班级内大范围推广,笔者也将以初中数学教学为例分析合作学习的相关要点。 相似文献
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《华夏少年(简快作文 )》2017,(4)
"自主"是针对学生学习的内在品质而言,"合作"是针对学生学习的组织形式而言,"探究"则是针对学习的手段途径而言。在教学中,该如何有效地利用"合作"这一学习组织形式来提高学生的学习效率?首先,要正确认识,分析小组合作学习的现状;其次,要想方设法地在课堂上开展好小组合作学习,以提高合作的实效。 相似文献
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在体育教学中,开展小组合作学习活动可以实现“三个促进”,即促进学生体育学习效果的增强．促进学生探究性学习的开展,促进学生合作能力的提升。体育教师要充分认识合作学习的意义．并积极组织学生开展小组合作学习活动。教师要给予合作学习充裕的时空,充分发挥教师在合作学习中的作用,在独立学习的基础上开展合作学习活动．谨防合作学习流于形式。 相似文献
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在研究性学习中培养学生创新精神、实践能力的探索 总被引：1，自引：0，他引：1
本文介绍通过开展研究性学习 ,改变学生的学习方式 ,获得亲身参与研究探索的情感体验 ,培养学生积极进取的态度 ;形成发现问题、提出问题 ,并能获取信息、分析和使用信息从而解决问题的能力 ;通过小组合作学习 ,培养交流与合作的能力。 相似文献
11.
Howard Margolis Lisa A. Freund 《International Journal of Disability, Development & Education》1991,38(2):117-133
THE LITERATURE on cooperative learning suggests it can benefit mildly handicapped and nonhandicapped students academically, socially, and emotionally. This article emphasizes the cooperative learning approaches of Johnson and Johnson, Slavin, and other closely related practitioners. It discusses salient research on cooperative learning, shows how it can help meet student needs in heterogeneous classes, addresses how to overcome potential problems, and offers implementation guidelines. It also provides a framework for initiating cooperative learning in ways that reduce or eliminate resistance. 相似文献
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数学课中小组合作学习的若干问题研究 总被引：9，自引：0，他引：9
小组合作学习能从多方面促进学生生动、活泼地学习数学,因此,在数学学科教学中,应编排比较合适的合作小组,抓住小组合作学习的恰当时机,把握住适合小组合作学习的数学问题的特征及数学教师在小组合作学习中的角色,掌握促进学生之间开展有效数学交流与合作的方法。 相似文献
13.
宋秋萍 《安庆师范学院学报(社会科学版)》2012,31(2):163-165
合作行为在现代社会中是评价一个人能力的重要标准。而大学英语课堂效率也是一线教师和教育者长期关注的问题。如何将合作行为有效地融入大学英语课堂也是评价课堂气氛和效果的重要因素。科学地利用学生的合作行为来调动学生学习积极性和主动性,可以活跃课堂气氛,提高教学效果。 相似文献
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Many studies have tested external supports for promoting productive collaboration, but relatively few have examined what features characterize naturally productive collaborative tasks. Two lines of research have come to distinct conclusions on the primary task feature associated with productive collaboration: demonstrability versus complexity. This study examined the problem-solving performance of 110 seventh grade students on a demonstrable mathematical task, including 69 in three traditional math classrooms (for whom the task was complex) and 41 in two accelerated math classrooms (for whom the task was not complex). Students were further assigned to one of four conditions split by two factors: grouping (individual versus dyad) and number of problems (one or two). For the accelerated math classes, individuals performed significantly better than dyads. For the traditional math classes, dyads performed significantly better than individuals and exceeded the truth-wins criterion (a theoretical maximum indicating how individuals would perform if they shared knowledge perfectly). A complex-demonstrable task framework is proposed for characterizing naturally productive collaborative tasks. 相似文献
16.
The effects on student achievement and attitudes when using integrated learning systems with cooperative pairs 总被引：3，自引：0，他引：3
The purpose of this study was to determine whether combining cooperative learning strategies with instruction delivered using
an Integrated Learning System (ILS) produced academic and attitudinal gains in students. Sixty-five fifth-grade students were
randomly divided into two groups, cooperative and individual. Students in the cooperative group worked on ILS math activities
with a partner. Students in the individual group worked on the same activities by themselves. Achievement and attitudinal
data were collected for the students prior to the experimental treatment and at the end of the treatment period. Results revealed
that students using an ILS for mathematics instruction performed better on standardized tests and were more positive toward
math and the computer math activities when they worked in cooperative groups than when they worked on the same activities
individually. 相似文献
17.
Despite the well-documented negative implications of math anxiety on math learning, a scarcity of theory-guided, long-term longitudinal research limits knowledge about how math anxiety develops over time. Guided by the Control-Value Theory of Achievement Emotions (Pekrun, 2006), the present study addresses this gap by examining (1) how math anxiety develops in tandem with the development of control and value appraisals across secondary schooling, and (2) how these three constructs co-develop in relation to characteristics of home and school contexts. We used growth mixture modeling to investigate how math anxiety, math self-concept (a frequently examined indicator of control appraisal), and math utility value (one dimension of math value) develop in parallel in a sample of 3116 adolescents, who were assessed annually across middle and high school. We identified three trajectory classes: a stable class, characterized by stably modest math anxiety, high math self-concept, and high math utility value, a linear change class, characterized by increasing math anxiety and decreasing math self-concept and utility value, and a fluctuating class, characterized by curvilinear changes in math anxiety, math self-concept, and math utility value. Parental academic support and teacher bias differentiated the stable class from the fluctuating class at the transition to middle school, and from the linear change class at the transition to high school. Our findings point to the heterogeneous contributions of control and value appraisals towards the development of math anxiety and highlight the importance of investigating multiple dimensions of the socio-ecological context at different stages of math anxiety development. 相似文献
18.
以专题为主要载体、以小组合作学习为主要特征、以开放式社会调查与研讨为主要形式的建构主义教学模式应该成为高校思想政治教学的主要形式。目前的高校思想政治课教师大多数正在有意无意的按照建构主义教学理念组织课堂教学。但是,由于当前的高校的政治理论课主要实行大班或者合班教学,建构主义教学理念所倡导的小组合作学习、讨论式教学很难具体操作与实施。 相似文献
19.
Katia Lehraus 《Education 3-13》2015,43(1):55-69
This study explored how to integrate cooperative skills training into learning tasks in the area of writing. Cooperative learning sessions, aimed at developing both cooperative and cognitive skills, were created and conducted in two elementary school classes (Grade 2, age 7–8). Pupils’ teamwork interactions were videotaped and analysed. Results show that young pupils were able to work cooperatively on writing tasks (WT) without teacher's help, advocating realisable teaching practices. Interactive dynamics likely to enhance pupils’ involvement in constructive interactions and in WT are documented; this typology could be used as a heuristic tool in future qualitative research. 相似文献
20.
合作学习模式在大学英语教学中被广泛研究和应用。在合作学习中,科学合理安排小组成员,设定小组规模,安排活动时间及确定组长人选是合作学习成败的关键前提。通过合作学习的实验研究发现,影响合作学习效果的原因是教师是否能在合作学习中掌握与学生的关系尺度,是否能选择合适的话题进行讨论,学生是否有积极的学习动机和好的学习态度。合作学习模式研究为解决大学生在英语学习中面临的问题,提供有效的借鉴。 相似文献