合作学习在中学物理教学中的应用研究
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摘要
现代意义上的“合作学习”,兴起于20世纪70年代初的美国。当时的美国,因为前苏联发射了人类历史上的第一颗人造地球卫星而震惊,从而意识到应该对当时的教育进行改革。面对当时的一系列问题:如需要大面积的提高教育质量;传统教学组织形式存在着的弊端;反对种族隔离的要求;以及对传统评分制的批判。合作学习的倡导者提出了一些方案并开始了研究。到20世纪80年代中期取得实质性的进展,目前已广泛应用于许多国家的中小学乃至大学的教学之中。我国自20世纪80年代末期开始引入并进行合作学习的实验研究,但要想真正得到推广,还得在实施新课程以后。
传统的教学是单向的灌输教学,合作仅限于师生之间。教学过程中以“告诉”为主,剥夺了学生的思维选择和尝试权利,学生的主体地位被剥夺,学习的积极性不高;教学形式难以兼顾学生的个别差异;教学评价过于强调个体在集体中的地位,造成了学生之间紧张、冷漠甚至敌对的集体气氛。在高度合作的社会大生产时代,人与人之间良好的合作是时代对人的素质的最根本的要求。所以在课堂教学中营造民主、合作、互助的教学气氛和愉悦轻松的教学环境,引导学生合作学习、共同进步既是提高教学效率的有效途径,也是促进学生良好人际关系形成的有效途径。同时也是新一轮课改的目的之一。但“合作学习”对于中国而言,无疑是一种“舶来品”。如何使其符合中国学生的实情,还需要通过实践研究,把她变成一种行之有效的学习方式。
合作学习的基本理念概括起来主要有合作学习的互动观、目标观、师生观、形式观、情境观和评价观。而且提出了三种合作的基本形式:师师合作、师生合作和生生合作。通过合作,将传统教学与师生之间单向或双向交流改变为师生、生生之间的多向交流,不仅提高了学生学习的主动性和对学习的自我控制,提高了教学效率,也促进了学生间良好的人际合作关系,促进了学生心理品质发展和社会技能的进步。为此,我们借鉴国内外合作学习的研究成果,以学习研究合作学习的基本理念和基本理论为基础,在新课程理论、现代教育教学中的认知结构理论、建构主义学习理论的指导下,并结合本校的实际情况和物理学科的具体特点,以师师合作为前提,以课堂讲授和合作学习为主要教学方式开展了为期六周的教学实践。
在教学实践中,我们首先研究了实施合作学习的条件,关于条件我们提出了以下的观点①关于教师的角色转换②关于学生学习方式的转换③结合物理学科特点找到适合合作学习的教学任务和教学内容④大班额条件下的分组策略。特别是对于大班额的分组策略,我们提出了采用6人为一小组,这样不但有利于交流和合作,也有利于座位的编排和稳定。同时也强调教师角色的转换和学生角色转换的重要性,目的要建立平等、民主、和谐的师生关系,充分调动学生学习的积极性主动性。通过半个学期的培养和训练,我们依据期中考试的物理成绩,并参考学生的性别比例、兴趣倾向、交往技能等因素,合理搭配,将实验班54名同学按6人一组分为9组,采用等组对比的实验方法,开展了中学物理合作学习的教学模式。
实践证明,在中学物理的教学中运用以教师讲授和合作学习相结合的教学模式,既增强了学生与学生之间的交流与合作、培养了学生的合作意识和创新精神,又能够大面积的提高学生的学习成绩。是适应时代发展要求的素质教育课堂教育模式。
" Cooperating in studying" in the modern significance,, rise in U.S.A. at the beginning of the seventies of the 20th century. U.S.A. at that time, because the former Soviet Union had launched the first artificial earth satellite in the history of mankind shocked , thus realize that should carry on the reform to the education at that time. In the face of a series of questions at that time: If need quality of education of improvement of the large area; Drawback that the organizational form of traditional teaching exists; Object to the demand for racial segregation ; And mark the criticism made to the tradition. The advocate of cooperative study has proposed some schemes and begun to study. Make substantive progress by the middle period of the eighties of the 20th century , has already applied to the middle and primary schools of a lot of countries and even teaching of the university extensively at present. Our country began to introduce and enter into cooperation the experiment research of study since the latter stage of the eighties of the 20th century, but should want to be really popularized, must be after implementing new course.
Traditional teaching is the one-way inculcating teaching, it is only limited to teachers and students to cooperate. Rely mainly on " telling " in the teaching course , choose and try the right after depriving student of thinking , students' subject status is deprived, the enthusiasm of study is not high; The teaching form is difficult to give consideration to students' individual differences; Teaching is it emphasize individual status among collective overly to appraise, cause nervous, cold and detached even hostile collective atmosphere under student. In the high social great production era for cooperation, between men good cooperation is the most basic demand for quality to people of era. So build the democracy , cooperation , teaching atmosphere of helping each other and make the relaxed teaching environment joyful in the classroom instruction, lead student cooperation study , progress together since improve effective way , teaching of efficiency, it is the effective way of promoting student's good interpersonal relationships to form too. It is one of the purposes thatone new round of lessons changes at the same time. But "cooperate in studying " as to China, it is undoubtedly a kind of " thing from abroad ". How to make it accord with Chinese students' truth , need studying through practice, change her into a kind of effectual study way.
Cooperative basic idea of study is it stand up for cooperative interdynamic view , goal view , teachers and students view , form view , situation view of study and appraise the view to summarize. And has proposed the basic forms of three kinds of cooperation: Cooperation between teacher and teacher , cooperation between teachers and students and growing the cooperation of growing. Through cooperation, traditional teaching and teachers and students being one-way or two-way exchange change teachers and students into , grow during growing more to exchange, have not merely improved the initiative of student's study and self-control of study, have improve teaching efficiency, has promoted the good interpersonal cooperation among students too, progress of bringing about an advance in student's psychological quality and social skill . For this reason, we draw lessons from the research results of domestic and international cooperative study, regard studying and studying basic idea and basic theories studied in cooperation as the foundation, in new course theory, modern education cognitive structure theory, build doctrine of constructing under the guidance to learn theory of the teaching, combining the concrete characteristics of the actual conditions of this school and physics discipline, is the prerequisite with the cooperation between teacher and teacher, have regarded teaching and cooperating in studying in the classroom as the main teaching way and launched the six - week teaching practice.
In the teaching practice, we have studied the condition of implementing cooperative study at first, we have put forward the following views about the condition①Change the teacher's role②Study the conversion of the way about students③Combine physics discipline characteristic is it suit cooperative teaching task and content of courses of study to find④Grouping tactics under the volume condition of the top class in a kindergarten. Especially to the volume grouping tactics of the top class in a kindergarten, it is one heterogeneous group that we have proposed adopting6 people, not only favorable to exchange and cooperation like this but also favorable to the lay out and stability of the seat .Importance which the conversion and student role emphasizing the teacher role at the same time changes, establish equal , democratic , harmonious teacher-student relationship , will fully arouse the positive initiative of student's study in purpose . Through the fostering and train of half a term, we,' according to the physics achievement of mid-term examination, the proportion of sex , interest of consulting students are inclined to , associate such factors as the skill ,etc, match rationally , test class 54 classmate people one group divide 9 group into according to6 , experiment method that group compare with of adopting etc., have launched the teaching mode of cooperative study of physics of high school.
Practice has proved , is it teach and is it study teaching mode combined to want to cooperate in with teacher to use among teaching , high school of physics, have already strengthened the exchange and cooperation , cooperative consciousness and initiative spirit of cultivation students between the student and student, school grade of improvement students of the area that it can be large. It is the quality-oriented education classroom educational pattern of meeting the developing needs of era.
传统的教学是单向的灌输教学,合作仅限于师生之间。教学过程中以“告诉”为主,剥夺了学生的思维选择和尝试权利,学生的主体地位被剥夺,学习的积极性不高;教学形式难以兼顾学生的个别差异;教学评价过于强调个体在集体中的地位,造成了学生之间紧张、冷漠甚至敌对的集体气氛。在高度合作的社会大生产时代,人与人之间良好的合作是时代对人的素质的最根本的要求。所以在课堂教学中营造民主、合作、互助的教学气氛和愉悦轻松的教学环境,引导学生合作学习、共同进步既是提高教学效率的有效途径,也是促进学生良好人际关系形成的有效途径。同时也是新一轮课改的目的之一。但“合作学习”对于中国而言,无疑是一种“舶来品”。如何使其符合中国学生的实情,还需要通过实践研究,把她变成一种行之有效的学习方式。
合作学习的基本理念概括起来主要有合作学习的互动观、目标观、师生观、形式观、情境观和评价观。而且提出了三种合作的基本形式:师师合作、师生合作和生生合作。通过合作,将传统教学与师生之间单向或双向交流改变为师生、生生之间的多向交流,不仅提高了学生学习的主动性和对学习的自我控制,提高了教学效率,也促进了学生间良好的人际合作关系,促进了学生心理品质发展和社会技能的进步。为此,我们借鉴国内外合作学习的研究成果,以学习研究合作学习的基本理念和基本理论为基础,在新课程理论、现代教育教学中的认知结构理论、建构主义学习理论的指导下,并结合本校的实际情况和物理学科的具体特点,以师师合作为前提,以课堂讲授和合作学习为主要教学方式开展了为期六周的教学实践。
在教学实践中,我们首先研究了实施合作学习的条件,关于条件我们提出了以下的观点①关于教师的角色转换②关于学生学习方式的转换③结合物理学科特点找到适合合作学习的教学任务和教学内容④大班额条件下的分组策略。特别是对于大班额的分组策略,我们提出了采用6人为一小组,这样不但有利于交流和合作,也有利于座位的编排和稳定。同时也强调教师角色的转换和学生角色转换的重要性,目的要建立平等、民主、和谐的师生关系,充分调动学生学习的积极性主动性。通过半个学期的培养和训练,我们依据期中考试的物理成绩,并参考学生的性别比例、兴趣倾向、交往技能等因素,合理搭配,将实验班54名同学按6人一组分为9组,采用等组对比的实验方法,开展了中学物理合作学习的教学模式。
实践证明,在中学物理的教学中运用以教师讲授和合作学习相结合的教学模式,既增强了学生与学生之间的交流与合作、培养了学生的合作意识和创新精神,又能够大面积的提高学生的学习成绩。是适应时代发展要求的素质教育课堂教育模式。
" Cooperating in studying" in the modern significance,, rise in U.S.A. at the beginning of the seventies of the 20th century. U.S.A. at that time, because the former Soviet Union had launched the first artificial earth satellite in the history of mankind shocked , thus realize that should carry on the reform to the education at that time. In the face of a series of questions at that time: If need quality of education of improvement of the large area; Drawback that the organizational form of traditional teaching exists; Object to the demand for racial segregation ; And mark the criticism made to the tradition. The advocate of cooperative study has proposed some schemes and begun to study. Make substantive progress by the middle period of the eighties of the 20th century , has already applied to the middle and primary schools of a lot of countries and even teaching of the university extensively at present. Our country began to introduce and enter into cooperation the experiment research of study since the latter stage of the eighties of the 20th century, but should want to be really popularized, must be after implementing new course.
Traditional teaching is the one-way inculcating teaching, it is only limited to teachers and students to cooperate. Rely mainly on " telling " in the teaching course , choose and try the right after depriving student of thinking , students' subject status is deprived, the enthusiasm of study is not high; The teaching form is difficult to give consideration to students' individual differences; Teaching is it emphasize individual status among collective overly to appraise, cause nervous, cold and detached even hostile collective atmosphere under student. In the high social great production era for cooperation, between men good cooperation is the most basic demand for quality to people of era. So build the democracy , cooperation , teaching atmosphere of helping each other and make the relaxed teaching environment joyful in the classroom instruction, lead student cooperation study , progress together since improve effective way , teaching of efficiency, it is the effective way of promoting student's good interpersonal relationships to form too. It is one of the purposes thatone new round of lessons changes at the same time. But "cooperate in studying " as to China, it is undoubtedly a kind of " thing from abroad ". How to make it accord with Chinese students' truth , need studying through practice, change her into a kind of effectual study way.
Cooperative basic idea of study is it stand up for cooperative interdynamic view , goal view , teachers and students view , form view , situation view of study and appraise the view to summarize. And has proposed the basic forms of three kinds of cooperation: Cooperation between teacher and teacher , cooperation between teachers and students and growing the cooperation of growing. Through cooperation, traditional teaching and teachers and students being one-way or two-way exchange change teachers and students into , grow during growing more to exchange, have not merely improved the initiative of student's study and self-control of study, have improve teaching efficiency, has promoted the good interpersonal cooperation among students too, progress of bringing about an advance in student's psychological quality and social skill . For this reason, we draw lessons from the research results of domestic and international cooperative study, regard studying and studying basic idea and basic theories studied in cooperation as the foundation, in new course theory, modern education cognitive structure theory, build doctrine of constructing under the guidance to learn theory of the teaching, combining the concrete characteristics of the actual conditions of this school and physics discipline, is the prerequisite with the cooperation between teacher and teacher, have regarded teaching and cooperating in studying in the classroom as the main teaching way and launched the six - week teaching practice.
In the teaching practice, we have studied the condition of implementing cooperative study at first, we have put forward the following views about the condition①Change the teacher's role②Study the conversion of the way about students③Combine physics discipline characteristic is it suit cooperative teaching task and content of courses of study to find④Grouping tactics under the volume condition of the top class in a kindergarten. Especially to the volume grouping tactics of the top class in a kindergarten, it is one heterogeneous group that we have proposed adopting6 people, not only favorable to exchange and cooperation like this but also favorable to the lay out and stability of the seat .Importance which the conversion and student role emphasizing the teacher role at the same time changes, establish equal , democratic , harmonious teacher-student relationship , will fully arouse the positive initiative of student's study in purpose . Through the fostering and train of half a term, we,' according to the physics achievement of mid-term examination, the proportion of sex , interest of consulting students are inclined to , associate such factors as the skill ,etc, match rationally , test class 54 classmate people one group divide 9 group into according to6 , experiment method that group compare with of adopting etc., have launched the teaching mode of cooperative study of physics of high school.
Practice has proved , is it teach and is it study teaching mode combined to want to cooperate in with teacher to use among teaching , high school of physics, have already strengthened the exchange and cooperation , cooperative consciousness and initiative spirit of cultivation students between the student and student, school grade of improvement students of the area that it can be large. It is the quality-oriented education classroom educational pattern of meeting the developing needs of era.
引文
[1]、王坦,合作学习的理念与实施,中国人事出版社,2002
[2]、施良方,学习论,人民教育出版社,2001
[3]、刘电芝,学习策略研究,人民教育出版社,2001
[4]、罗伯特·M·加涅,学习的条件,人民教育出版社,1985
[5]、华国栋,差异教学论,教育科学出版社,2003
[6]、任长松,新课程学习方式的变革,人民教育出版社,2003
[7]、黄甫全,新课程中的教师角色与教师培训,人民教育出版社,2003
[8]、《走进中学新课程》编写组,走进中学新课程,华中师范大学出版社,2004
[9]、梁树森,物理学习论,广西教育出版社,1999
[10]、乔际平,物理学习心理学,高等教育出版社,1991
[11]、查有梁 谢仁根 沈仁和 李久和 梁钧 著 物理教学论,广西教育出版社,1999
[12]、马兰,大班额条件下的合作学习,人民教育2004(6)
[13]、刘启龙,“合作学习”的探索,物理教学2002(9)
[14]、盛群力,什么样的教学任务适宜合作学习,人民教育2004(5)
[15]、刘吉林、王坦,合作学习的基本理念(一),人民教育2004(1)
[16]、沈珊雄,交错合作学习对学生成绩和科学态度的作用,物理教学2002(12)
[17]、吴维宁,建构主义教学观与物理教学模式,物理教师2002(10)
[18]、郑军,余国祥著,物理课程论,广西教育出版社,1996
[19]、钟启泉,现代教学论发展,教育科学出版社,1988
[20]、张天宝,论主体性教学,中国教育书刊,1996(5)12
[21]、李剑萍、魏薇,教育学导论,北京,人民教育出版社,2002
[22]、张承芬,教育心理学,济南,山东教育出版社,2000
[23]、刘克军,中学化学教学中实施合作学习的研究,山东师范大学教育硕士论文,2003
[24]、刘电芝,教育与心理研究方法,重庆,西南师范大学出版社,1997
[25]、皮连生,学与教的心理学,上海。华东师范大学出版社,2000
[26]、盛群力,合作学习:一种新的教学策略。上海教育科研,1991(1)
[27]、金延凤、吴希红,自主与引导,上海,华东师范大学出版社,2004
[28]、阎金铎、田世昆,中学物理教学概论,高等教育出版社,1997
[29]、靳玉乐,合作学习,四川教育出版社,2005
[2]、施良方,学习论,人民教育出版社,2001
[3]、刘电芝,学习策略研究,人民教育出版社,2001
[4]、罗伯特·M·加涅,学习的条件,人民教育出版社,1985
[5]、华国栋,差异教学论,教育科学出版社,2003
[6]、任长松,新课程学习方式的变革,人民教育出版社,2003
[7]、黄甫全,新课程中的教师角色与教师培训,人民教育出版社,2003
[8]、《走进中学新课程》编写组,走进中学新课程,华中师范大学出版社,2004
[9]、梁树森,物理学习论,广西教育出版社,1999
[10]、乔际平,物理学习心理学,高等教育出版社,1991
[11]、查有梁 谢仁根 沈仁和 李久和 梁钧 著 物理教学论,广西教育出版社,1999
[12]、马兰,大班额条件下的合作学习,人民教育2004(6)
[13]、刘启龙,“合作学习”的探索,物理教学2002(9)
[14]、盛群力,什么样的教学任务适宜合作学习,人民教育2004(5)
[15]、刘吉林、王坦,合作学习的基本理念(一),人民教育2004(1)
[16]、沈珊雄,交错合作学习对学生成绩和科学态度的作用,物理教学2002(12)
[17]、吴维宁,建构主义教学观与物理教学模式,物理教师2002(10)
[18]、郑军,余国祥著,物理课程论,广西教育出版社,1996
[19]、钟启泉,现代教学论发展,教育科学出版社,1988
[20]、张天宝,论主体性教学,中国教育书刊,1996(5)12
[21]、李剑萍、魏薇,教育学导论,北京,人民教育出版社,2002
[22]、张承芬,教育心理学,济南,山东教育出版社,2000
[23]、刘克军,中学化学教学中实施合作学习的研究,山东师范大学教育硕士论文,2003
[24]、刘电芝,教育与心理研究方法,重庆,西南师范大学出版社,1997
[25]、皮连生,学与教的心理学,上海。华东师范大学出版社,2000
[26]、盛群力,合作学习:一种新的教学策略。上海教育科研,1991(1)
[27]、金延凤、吴希红,自主与引导,上海,华东师范大学出版社,2004
[28]、阎金铎、田世昆,中学物理教学概论,高等教育出版社,1997
[29]、靳玉乐,合作学习,四川教育出版社,2005