小组合作学习在思想政治教学中的应用研究
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摘要
合作学习作为新课程倡导的学习方式之一,也是课改中学习方式变革的一个明显特征。面对当前高中政治实行新课改的形势,政治课教学必须改变传统的“一言堂”或“满堂灌”的教学方式,课堂这个舞台不应该由教师来唱独角戏,而应由师生共同演绎,把教学这一出戏演好、演活。因此对合作学习理论进行系统、深入的研究,探索它在高中思想政治课教学中的应用就显得十分必要了。
鉴于此,本文在吸收前人对合作学习有关研究成果的基础上,严格按照新课标的要求,结合政治学科的特点和中学生的心理发展特征,在高中政治课中大胆地进行合作教学的尝试。结合高中思想政治课的学科特点和本人的教学实际,把高中思想政治课的合作学习确定为:合作设计——任务分配——教师精讲——合作活动——总结评估等五个环节。得到了几个方面的成果:合作学习能够激发学生的学习兴趣,发展学生主体参与性、合作性,改善了学生的人际关系,提高了学生的自尊,大大锻炼了学生的自主学习能力。
本文主要分为三大部分,摘要如下:
第一部分:合作学习述要主要阐述合作学习的定义、主要形式;合作学习的五大基本构成要素;影响小组合作学习的主要因素。
第二部分:合作学习在高中思想政治教学中的应用随着终身学习,学习化时代的到来,新的思想政治课教材也从内容到形式都有了全新的改变,课程结构的编排方面增加了学生“合作与探究”部分,这种新的变化就要求政治教师从传统的教法中走出来,学生从传统的学法中走出来,提高学生的合作意识,合作技能,体现新课程理念,努力探索和实践新的教学方式和学习方式,小组合作学习由于其特有的优越性正日益成为中学思想政治课的首选学习方式。
这部分内容主要从基础教育课程改革、政治课培养目标、学生全面发展等层次上,论述思想政治教学中应用合作学习的必要性、应用合作学习应遵循的基本原则;思想政治教学中实施合作学习的基本环节;实施小组合作学习对教师的基本要求等问题。这个部分是本论文的中心环节。
第三部分:思想政治教学中实施合作学习应注意的问题
主要论述了在实施小组合作学习过程中教师应当注意选择合作学习的时机、注意合作学习问题的设计、注意合作学习中的合作与分工、注意小组合作学习中的评价等问题。只有处理好这些问题,合作学习才能名符其实,达到预期目标。
The cooperation study took one of study?ng ways the new curriculum initiates and also is an obvious characteristic ?f the class changes ?n studies which the way transforms. Implements the situation facing the current high school politics which the new class changes, the political lesson teaching must change the tradition; the practice of "what I say goes"; or ;the full house fills; the teaching way, classroom this stage should not by the teacher put on a one-man show, but should deduct together by the teachers and students, develops teaching this play, develops lives. Therefore carries on the system, the thorough research to the cooperation study theory, explored it to appear in the high school thought political lesson teaching application is extremely essential.
In view of this, this article in absorbs the predecessor to the cooperation study related research results foundation in, strictly according to new class sign request, The union politics discipline characteristic and middle-school student's psychological development characteristic, carries on the cooperation teaching boldly in the high school political lesson the attempt. The union high school thought political lesson discipline characteristic and myself teaching reality, the high school thought political lesson cooperation study determination are: The cooperation design - duty assignment - teacher fine speaks - the cooperation - summary appraisal and so on five links. Obtained several aspect achievements: The cooperation study can stimulate student's study interest, develops the student main body participation, the cooperation, improved student's interpersonal relationship, enhanced student's self-respect, has greatly exercised student's independent learning capability.
This article mainly divides into three major parts, the abstract is as follows:
First part: The cooperation study states wants Main elaboration cooperation study definition, main form; Cooperation study five big basic integrant part; Influence group cooperation study primary factor. Second part: Cooperation study in high school thought politics teaching application Along with the lifelong study, the study time arrival, the new thought political lesson teaching material also all had the brand-new change from the content to the form, The curriculum structure arrangement aspect increased the student ;to cooperate and to inquire into; the part, this kind of new change taught in the law on the request politics teacher from the tradition to walk, the student walked from the traditional research method, raised student's cooperation consciousness, the cooperation skill, manifested the new curriculum idea, diligently explored and practices the new teaching way and the study way, the group cooperation study because its unique superiority was becoming the middle school thought political lesson day by day the first choice study way.
This part of content mainly reforms, the political lesson from the elementary education curriculum raises levels and so on in goal, student full scale development, in the elaboration thought politics teaching using the cooperation study necessity, the basic principle which should follow using the cooperation study;In the thought politics teaching implements the cooperation study the basic link; Implementation group cooperation study to teacher's questions and so on basic request.This part is the present paper center link.
Third part: In the thought politics teaching implements the question which the cooperation study should pay attention
Mainly elaborated the teacher has had to pay attention to the choice cooperation study in the implementation group cooperation study process the opportunity, the attention cooperation study question design, in the attention cooperation study cooperation and the division of labor, attention group cooperation in study questions and so on appraisal.Only then deals with these issues, the cooperation study can be worthy of the reputation, achieves the anticipated target.
鉴于此,本文在吸收前人对合作学习有关研究成果的基础上,严格按照新课标的要求,结合政治学科的特点和中学生的心理发展特征,在高中政治课中大胆地进行合作教学的尝试。结合高中思想政治课的学科特点和本人的教学实际,把高中思想政治课的合作学习确定为:合作设计——任务分配——教师精讲——合作活动——总结评估等五个环节。得到了几个方面的成果:合作学习能够激发学生的学习兴趣,发展学生主体参与性、合作性,改善了学生的人际关系,提高了学生的自尊,大大锻炼了学生的自主学习能力。
本文主要分为三大部分,摘要如下:
第一部分:合作学习述要主要阐述合作学习的定义、主要形式;合作学习的五大基本构成要素;影响小组合作学习的主要因素。
第二部分:合作学习在高中思想政治教学中的应用随着终身学习,学习化时代的到来,新的思想政治课教材也从内容到形式都有了全新的改变,课程结构的编排方面增加了学生“合作与探究”部分,这种新的变化就要求政治教师从传统的教法中走出来,学生从传统的学法中走出来,提高学生的合作意识,合作技能,体现新课程理念,努力探索和实践新的教学方式和学习方式,小组合作学习由于其特有的优越性正日益成为中学思想政治课的首选学习方式。
这部分内容主要从基础教育课程改革、政治课培养目标、学生全面发展等层次上,论述思想政治教学中应用合作学习的必要性、应用合作学习应遵循的基本原则;思想政治教学中实施合作学习的基本环节;实施小组合作学习对教师的基本要求等问题。这个部分是本论文的中心环节。
第三部分:思想政治教学中实施合作学习应注意的问题
主要论述了在实施小组合作学习过程中教师应当注意选择合作学习的时机、注意合作学习问题的设计、注意合作学习中的合作与分工、注意小组合作学习中的评价等问题。只有处理好这些问题,合作学习才能名符其实,达到预期目标。
The cooperation study took one of study?ng ways the new curriculum initiates and also is an obvious characteristic ?f the class changes ?n studies which the way transforms. Implements the situation facing the current high school politics which the new class changes, the political lesson teaching must change the tradition; the practice of "what I say goes"; or ;the full house fills; the teaching way, classroom this stage should not by the teacher put on a one-man show, but should deduct together by the teachers and students, develops teaching this play, develops lives. Therefore carries on the system, the thorough research to the cooperation study theory, explored it to appear in the high school thought political lesson teaching application is extremely essential.
In view of this, this article in absorbs the predecessor to the cooperation study related research results foundation in, strictly according to new class sign request, The union politics discipline characteristic and middle-school student's psychological development characteristic, carries on the cooperation teaching boldly in the high school political lesson the attempt. The union high school thought political lesson discipline characteristic and myself teaching reality, the high school thought political lesson cooperation study determination are: The cooperation design - duty assignment - teacher fine speaks - the cooperation - summary appraisal and so on five links. Obtained several aspect achievements: The cooperation study can stimulate student's study interest, develops the student main body participation, the cooperation, improved student's interpersonal relationship, enhanced student's self-respect, has greatly exercised student's independent learning capability.
This article mainly divides into three major parts, the abstract is as follows:
First part: The cooperation study states wants Main elaboration cooperation study definition, main form; Cooperation study five big basic integrant part; Influence group cooperation study primary factor. Second part: Cooperation study in high school thought politics teaching application Along with the lifelong study, the study time arrival, the new thought political lesson teaching material also all had the brand-new change from the content to the form, The curriculum structure arrangement aspect increased the student ;to cooperate and to inquire into; the part, this kind of new change taught in the law on the request politics teacher from the tradition to walk, the student walked from the traditional research method, raised student's cooperation consciousness, the cooperation skill, manifested the new curriculum idea, diligently explored and practices the new teaching way and the study way, the group cooperation study because its unique superiority was becoming the middle school thought political lesson day by day the first choice study way.
This part of content mainly reforms, the political lesson from the elementary education curriculum raises levels and so on in goal, student full scale development, in the elaboration thought politics teaching using the cooperation study necessity, the basic principle which should follow using the cooperation study;In the thought politics teaching implements the cooperation study the basic link; Implementation group cooperation study to teacher's questions and so on basic request.This part is the present paper center link.
Third part: In the thought politics teaching implements the question which the cooperation study should pay attention
Mainly elaborated the teacher has had to pay attention to the choice cooperation study in the implementation group cooperation study process the opportunity, the attention cooperation study question design, in the attention cooperation study cooperation and the division of labor, attention group cooperation in study questions and so on appraisal.Only then deals with these issues, the cooperation study can be worthy of the reputation, achieves the anticipated target.
引文
[1]王坦著《合作学习—原理与策略》[M]·学苑出版社,2001 年 10 月第 1 版 8-9.
[2]王坦《合作教学的基本类型与理念析要》[J]·山东教育科研,1999 年 12 月.
[3]胡平洲《掌握学习与合作学习比较研究》[J]·载《外国教育研究》,1993/4.
[4]徐达《小学数学合作学习的探索》[J]·载《教研视窗》,1996/8
[5]孙维胜、石福红、孙培伟《浅谈合作性掌握学习“三三四了式阅读教学模式的构建”》[J]· 普教研究,1997/ 06
[6]殷向东《小组合作学习探微》[J]·《教育实践与研究》,2001/2
[7]郑金洲《基于新课程的课堂教学改革》[M]·福建教育出版社
[8]庞国斌、王冬凌《合作学习的理论与实践》[M]·开明出版社
[9]林立、王之江主编《合作学习在英语教学中的应用》[M]·首都师范大学出版社, 2005 年版。
[10]刘强主编 胡田庚参编《思想政治学科教学论》[M]·高等教育出版社,2000 年 版。
[11]沈怡文 《学习方法》[M]·湖北教育出版社
[12]傅玉琴、张艳辉、张杰编 《新课程教学设计》[M]·辽宁师范大学出版社
[13]朱光明、蓝维等《思想政治学科教育学》[M]·首都师范大学出版社
[14]朱作仁《教育辞典》[M].南京:江苏教育出版社,1987
[15]盛群力、郑淑贞《合作学习与接受教学策略的操作程序》[J]·《全球教育展望》,2003 年第四期
[16]孙维胜《论合作学习在促进儿童社会化发展中的作用》[J]·山东教育科研,199506
[17]文涛《论有效课堂小组合作学习》[J]·教育理论与实践.2002(12)
[18]柯政《论研究性学习中的小组合作研究》[J]·《教育发展研究》,200309
[19]卫红霞《初中化学教学合作学习的研究》[D]·J98090 硕士论文
[20]盛群力《小组互助合作学习革新评述》(上、下),外国教育资料 1992 年第 2-3 期
[21]周俊《小组合作学习实验研究报告》[J]·《教育导刊》,199705
[22]付涛、逢品、范金龙《实行“小组合作学习”提高教育教学质量》[J]·《教育经纬》
[23]肖川《中学政治及其它各科教与学》[J]·《教育理论与实践》,200207
[24]王坦《论合作学习的基木理念》[J]·教育研究,2002,
[25]康健主编 《综合实践活动案例—专家点评》[M]·辽海出版社
[26]中华人民共和国教育部:《普通高中思想政治课程标准(实验)》[S]·人民教育出版社, 2007 年版。
[27]张耀灿、陈万柏《思想政治教育学原理》[M]·高等教育出版社,2001 年版。
[28]刘强主编,胡田庚参编《思想政治学科教学论》[M]·高等教育出版社,2000 年 版。
[29]教育部 普通高中思想政治课程标准(实验) [S]·思想政治课教学,2004.4
[30]朱小蔓《当前中国中学道德教育课程标准及其创新方式》[J]·全球教育展望, 2004.4
[31]王坦《合作学习:一种值得借鉴的教学理论》[J]·普教研究,1994,1
[32]C.H.雷先科娃、B.沙塔洛夫等著.朱佩荣译.《合作的教育学》[J]·外国教育资料,1987,2
[33]维果茨基.龚浩然译《学龄期的教学与智力的发展》[J]·教育研究,1983, 6
[34]s.沙伦著.王坦、高艳译《合作学习论》[M]·山东教育科研,1993, 5
[35]Winzer, M. (1985). Educational Psychology in the Canadian Ckassroom
[36]Johnson,D.W.,Johnson,R.T.Holubec,E.J.(1993).circles of learning:Coopeation inthe Classroom(4th ed.),p.7.Edina,MN:interaction Book Company.
[37]Davison, N. (1990). Cooperative Learning in mathematics: A Handbooks for teachers.
[38]David H. Jonassen&Lucia Rohrer-Murphy (1999),Activity Theory as a Framework for Designing Constructivist Learning Environments,ETR&D, Vol. 47, No. 1,1999.
[39].L inda Campbell;Bruce Campbell;Dee Dickinson,2001. 9 .
[40]G.H.Buck.Alberta Journal of Education Research[M].Canada,2004
[2]王坦《合作教学的基本类型与理念析要》[J]·山东教育科研,1999 年 12 月.
[3]胡平洲《掌握学习与合作学习比较研究》[J]·载《外国教育研究》,1993/4.
[4]徐达《小学数学合作学习的探索》[J]·载《教研视窗》,1996/8
[5]孙维胜、石福红、孙培伟《浅谈合作性掌握学习“三三四了式阅读教学模式的构建”》[J]· 普教研究,1997/ 06
[6]殷向东《小组合作学习探微》[J]·《教育实践与研究》,2001/2
[7]郑金洲《基于新课程的课堂教学改革》[M]·福建教育出版社
[8]庞国斌、王冬凌《合作学习的理论与实践》[M]·开明出版社
[9]林立、王之江主编《合作学习在英语教学中的应用》[M]·首都师范大学出版社, 2005 年版。
[10]刘强主编 胡田庚参编《思想政治学科教学论》[M]·高等教育出版社,2000 年 版。
[11]沈怡文 《学习方法》[M]·湖北教育出版社
[12]傅玉琴、张艳辉、张杰编 《新课程教学设计》[M]·辽宁师范大学出版社
[13]朱光明、蓝维等《思想政治学科教育学》[M]·首都师范大学出版社
[14]朱作仁《教育辞典》[M].南京:江苏教育出版社,1987
[15]盛群力、郑淑贞《合作学习与接受教学策略的操作程序》[J]·《全球教育展望》,2003 年第四期
[16]孙维胜《论合作学习在促进儿童社会化发展中的作用》[J]·山东教育科研,199506
[17]文涛《论有效课堂小组合作学习》[J]·教育理论与实践.2002(12)
[18]柯政《论研究性学习中的小组合作研究》[J]·《教育发展研究》,200309
[19]卫红霞《初中化学教学合作学习的研究》[D]·J98090 硕士论文
[20]盛群力《小组互助合作学习革新评述》(上、下),外国教育资料 1992 年第 2-3 期
[21]周俊《小组合作学习实验研究报告》[J]·《教育导刊》,199705
[22]付涛、逢品、范金龙《实行“小组合作学习”提高教育教学质量》[J]·《教育经纬》
[23]肖川《中学政治及其它各科教与学》[J]·《教育理论与实践》,200207
[24]王坦《论合作学习的基木理念》[J]·教育研究,2002,
[25]康健主编 《综合实践活动案例—专家点评》[M]·辽海出版社
[26]中华人民共和国教育部:《普通高中思想政治课程标准(实验)》[S]·人民教育出版社, 2007 年版。
[27]张耀灿、陈万柏《思想政治教育学原理》[M]·高等教育出版社,2001 年版。
[28]刘强主编,胡田庚参编《思想政治学科教学论》[M]·高等教育出版社,2000 年 版。
[29]教育部 普通高中思想政治课程标准(实验) [S]·思想政治课教学,2004.4
[30]朱小蔓《当前中国中学道德教育课程标准及其创新方式》[J]·全球教育展望, 2004.4
[31]王坦《合作学习:一种值得借鉴的教学理论》[J]·普教研究,1994,1
[32]C.H.雷先科娃、B.沙塔洛夫等著.朱佩荣译.《合作的教育学》[J]·外国教育资料,1987,2
[33]维果茨基.龚浩然译《学龄期的教学与智力的发展》[J]·教育研究,1983, 6
[34]s.沙伦著.王坦、高艳译《合作学习论》[M]·山东教育科研,1993, 5
[35]Winzer, M. (1985). Educational Psychology in the Canadian Ckassroom
[36]Johnson,D.W.,Johnson,R.T.Holubec,E.J.(1993).circles of learning:Coopeation inthe Classroom(4th ed.),p.7.Edina,MN:interaction Book Company.
[37]Davison, N. (1990). Cooperative Learning in mathematics: A Handbooks for teachers.
[38]David H. Jonassen&Lucia Rohrer-Murphy (1999),Activity Theory as a Framework for Designing Constructivist Learning Environments,ETR&D, Vol. 47, No. 1,1999.
[39].L inda Campbell;Bruce Campbell;Dee Dickinson,2001. 9 .
[40]G.H.Buck.Alberta Journal of Education Research[M].Canada,2004