初中语文课堂教学中合作学习研究
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摘要
合作学习作为一种以学生之间互动为主要取向的教学理论与策略体系,以其丰富的创意和实效性,目前被许多国家在教学实践中采用并进行不断深入的研究。
目前我国正在全面实施素质教育,深入推进新一轮课程改革,要求教育面向全体学生,采用形式多样的学习方式,促进学生的全面发展。在初中语文课堂教学中实施合作学习,顺应了时代发展的要求,推进了语文课程改革的步伐。而在新课程改革的背景下在语文教学中进行合作学习研究也对新时期语文教学具有特别重要的意义。
本文共分四个部分。第一部分主要分析合作学习的研究现状,包括合作学习提出的时代背景以及合作学习的国内外研究现状。第二部分阐述合作学习的内涵及对语文教学的意义,包括对合作学习基本内涵的阐述、对合作学习有关理论依据的分析,在此基础上结合当前初中语文课程改革的背景探讨了实施合作学习的意义。第三部分论述了初中语文课堂合作学习的构建,包括对当前新课程下初中语文学科特点、目前初中学生心理发展特点、初中语文课堂教学中合作学习的特征以及初中语文课堂教学中合作学习的构建原则的分析。第四部分从实践出发阐述了初中语文课堂教学中合作学习的实施,包括初中语文课堂教学中合作学习小组的建立、合作学习的过程、合作学习的评价以及教师的作用。
本研究力图使理论与实践相结合,不仅从理论上阐述了合作学习的基本理念、策略及其对初中语文教学的价值、意义,还从实践操作层面上对初中语文课堂教学中合作学习的建构和实施在具体教学过程中做出了预期可行的系统设计与安排,从而实现了初中语文课堂教学中实施合作学习学理论研究和实践操作的有机融合。初步创设了初中语文合作学习的教学模式,并在初中语文课堂教学中进行了实践和检验。
Cooperative learning, a teaching theory and tactics system based on the activities among students, is now adopted and well researched by many countries in the teaching practice for its rich innovative ideas and actual effect.
At present our country is putting quality education into practice all round and a new round of in-depth curriculum reform is on. That means we teachers must face all the students and use various learning strategies to promote the students’development. So cooperative learning must be implemented in junior Chinese class. It not only conforms to the requirements of the development of the times, but also promotes the steps of the curriculum reform on Chinese course. In general, cooperative learning has special significance for the current Chinese teaching in the new context of curriculum reform.
This paper is divided into four parts. The first part focuses on the analysis of the research status of cooperative learning, including its background of times and its research status at home and abroad. The second part focuses on its connotation and significance for Chinese teaching, including the basic connotation and the analysis of some theoretical basis. On this basis, I discuss the significance of the implementation of cooperative learning in connection with the reform of the junior Chinese course background. The third part focuses on the construction, including the features of current Chinese course, the psychological development characteristics of middle school students, the characteristics of cooperation in junior Chinese classroom teaching and the analysis of the construction principle. And the fourth part focuses on the practice of cooperative learning. This part is on the implementation, including the establishment of the study group, the process, the assessment and the role of teachers.
This research tries to combine theory and practice. Not only does it expound the basic concept, the strategies of cooperative learning in theory, and its significance and value for the junior Chinese teaching, but also in practice on the construction and implementation, it expects to make a workable system design and arrangement in the specific process of teaching. In this way, thanks to such research, the perfect combine of the theoretical study and practical operation on the cooperative learning in junior Chinese classroom comes true at last. It creates a preliminary cooperative learning teaching mode of junior Chinese course and this mode has been practiced and tested in junior Chinese classroom teaching.
目前我国正在全面实施素质教育,深入推进新一轮课程改革,要求教育面向全体学生,采用形式多样的学习方式,促进学生的全面发展。在初中语文课堂教学中实施合作学习,顺应了时代发展的要求,推进了语文课程改革的步伐。而在新课程改革的背景下在语文教学中进行合作学习研究也对新时期语文教学具有特别重要的意义。
本文共分四个部分。第一部分主要分析合作学习的研究现状,包括合作学习提出的时代背景以及合作学习的国内外研究现状。第二部分阐述合作学习的内涵及对语文教学的意义,包括对合作学习基本内涵的阐述、对合作学习有关理论依据的分析,在此基础上结合当前初中语文课程改革的背景探讨了实施合作学习的意义。第三部分论述了初中语文课堂合作学习的构建,包括对当前新课程下初中语文学科特点、目前初中学生心理发展特点、初中语文课堂教学中合作学习的特征以及初中语文课堂教学中合作学习的构建原则的分析。第四部分从实践出发阐述了初中语文课堂教学中合作学习的实施,包括初中语文课堂教学中合作学习小组的建立、合作学习的过程、合作学习的评价以及教师的作用。
本研究力图使理论与实践相结合,不仅从理论上阐述了合作学习的基本理念、策略及其对初中语文教学的价值、意义,还从实践操作层面上对初中语文课堂教学中合作学习的建构和实施在具体教学过程中做出了预期可行的系统设计与安排,从而实现了初中语文课堂教学中实施合作学习学理论研究和实践操作的有机融合。初步创设了初中语文合作学习的教学模式,并在初中语文课堂教学中进行了实践和检验。
Cooperative learning, a teaching theory and tactics system based on the activities among students, is now adopted and well researched by many countries in the teaching practice for its rich innovative ideas and actual effect.
At present our country is putting quality education into practice all round and a new round of in-depth curriculum reform is on. That means we teachers must face all the students and use various learning strategies to promote the students’development. So cooperative learning must be implemented in junior Chinese class. It not only conforms to the requirements of the development of the times, but also promotes the steps of the curriculum reform on Chinese course. In general, cooperative learning has special significance for the current Chinese teaching in the new context of curriculum reform.
This paper is divided into four parts. The first part focuses on the analysis of the research status of cooperative learning, including its background of times and its research status at home and abroad. The second part focuses on its connotation and significance for Chinese teaching, including the basic connotation and the analysis of some theoretical basis. On this basis, I discuss the significance of the implementation of cooperative learning in connection with the reform of the junior Chinese course background. The third part focuses on the construction, including the features of current Chinese course, the psychological development characteristics of middle school students, the characteristics of cooperation in junior Chinese classroom teaching and the analysis of the construction principle. And the fourth part focuses on the practice of cooperative learning. This part is on the implementation, including the establishment of the study group, the process, the assessment and the role of teachers.
This research tries to combine theory and practice. Not only does it expound the basic concept, the strategies of cooperative learning in theory, and its significance and value for the junior Chinese teaching, but also in practice on the construction and implementation, it expects to make a workable system design and arrangement in the specific process of teaching. In this way, thanks to such research, the perfect combine of the theoretical study and practical operation on the cooperative learning in junior Chinese classroom comes true at last. It creates a preliminary cooperative learning teaching mode of junior Chinese course and this mode has been practiced and tested in junior Chinese classroom teaching.
引文
[1]盛群力.小组互助合作学习革命新评述[J].外国教育资料,1992(2).P26
[2]查有梁.教学模式[M].教育科学出版社,1999.P67
[3]朱作仁.教育词典[M].江西教育出版社,1987.P43
[4]裴娣娜.合作学习的教学策略——发展性教学实验室研究报告之二[J].学科教育,2000(2).P28
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[6]郭德俊 李原.合作学习的理论和方法[M].高等师范教育研究,1994.P8
[7]曹明海 李洪先.语文课程与教学论[M].山东人民出版社,2005.P311
[8]教育部制定.语文课程标准(试验稿)[M].北京师范大学出版社,2001.P3
[9]王坦.合作学习——原理与策略[M].学苑出版社,2001.P15
[10]David W·Johnson Roger To·Johnson 著. 伍新春等译. 合作学习[M].北京师范大学出版社,2004.P34
[11]庞国斌 王冬凌.合作学习的理论与实践[M].开明出版社,2003.P83
[1]曹明海.语文课程与教学论[M].山东人民出版社,2005
[2]潘庆玉.语文教育发展论[M].青岛海洋大学出版社,2001
[3]朱慕菊主编.走进新课程[M].北京师范大学出版社,2002
[4]魏书生.教学工作漫谈[M].漓江出版社,2005
[5] [美] David W·Johnson Roger To·Johnson 著.伍新春等译.合作学习[M].北京师范大学出版社,2004
[6]山东省教育厅师范处编.新课程与教学改革[M].北京出版社,2005
[7]钟启泉.学科教学论基础[M].华东师范大学出版社,2001
[8] [加] 马克斯·范梅南著.李树英译.教学机智——教育智慧的意蕴[M].教育科学出版社,2005
[9] [美] L·A 巴洛赫著.曾守锤 吴华清译.合作课堂——让学习充满活力[M].华东师范大学出版社,2005
[10]傅道春编著.新课堂中教师行为的变化[M].首都师范大学出版社,2001
[11]李剑萍 魏薇.教育学导论[M].人民出版社,2002
[12]教育部制定.语文课程标准(试验稿)[M].北京师范大学出版社,2001
[13]王坦.合作学习——原理与策略[M].学苑出版社,2001
[14]施良方.学习论[M].人民教育出版社,2001
[15]靳健主编.中学语文教学策略[M].陕西人民教育出版社,2002
[16]张大均主编.教育心理学[M].人民教育出版社,1999
[17]王晓辉等编著.新课程:语文教育怎样改革[M].四川大学出版社,2003
[18]吴柳主编.素质教育理论与基础教育改革[M].广西师范大学出版社,2000
[19]杨再隋著.全日制义务教育语文课程标准学习与辅导[M].语文出版社,2001
[20]曹明海主编.语文教育新视野丛书[M].青岛海大出版社,2001
[21]陈永明著.现代教师论[M].上海教育出版社,2000
[22]曾琦.合作学习研究的反思与展望[J].教育理论与实践,2002(3)
[23]裴娣娜.合作学习的教学策略[J].学科教育,2000(2)
[24]柯政.论研究性学习中的小组合作研究[J].教育发展研究,2003(9)
[25]王升.小组合作与主体参与[J].教育理论与实践,2001(3)
[26]于漪.谈素质教育背景下的语文课堂教学改革[J].课程·教材·教法,2000(2)
[27]罗树鸿.学习语文课程标准推进语文教学改革[J].基础教育研究,2001(9)
[28]张斌.论合作学习及其对学生行为和态度的影响[J] .教育理论与实践,1999(9)
[29]王冬凌等.试论教师在合作学习中的角色与作用[J] .现代中小学教育,2003(10)
[30]文涛.论有效的课堂小组合作学习[J].教育理论与实践,2002(12)
[31]田建芬.合作学习浅析[J].外国中小学教育,2001(1)
[32]王坦.论合作学习的基本理念[J].教育研究,2002(2)
[33]陈向明.小组合作学习的组织建设[J].教育科学研究,2003(2)
[34]马兰.合作学习的价值内涵[J].中小学教育,2004(7)
[35]高艳.合作学习的内涵、特质及教学设计[J].当代教育科学,2004(3)
[36]潘涌.论语文课程理念的创新与教师角色的转换[J].课程·教材·教法,2002(9)
[2]查有梁.教学模式[M].教育科学出版社,1999.P67
[3]朱作仁.教育词典[M].江西教育出版社,1987.P43
[4]裴娣娜.合作学习的教学策略——发展性教学实验室研究报告之二[J].学科教育,2000(2).P28
[5]中央教科所比较教育研究室.简明国际教育百科全书·教学(下)[M].教育科学出版社,1990.P410
[6]郭德俊 李原.合作学习的理论和方法[M].高等师范教育研究,1994.P8
[7]曹明海 李洪先.语文课程与教学论[M].山东人民出版社,2005.P311
[8]教育部制定.语文课程标准(试验稿)[M].北京师范大学出版社,2001.P3
[9]王坦.合作学习——原理与策略[M].学苑出版社,2001.P15
[10]David W·Johnson Roger To·Johnson 著. 伍新春等译. 合作学习[M].北京师范大学出版社,2004.P34
[11]庞国斌 王冬凌.合作学习的理论与实践[M].开明出版社,2003.P83
[1]曹明海.语文课程与教学论[M].山东人民出版社,2005
[2]潘庆玉.语文教育发展论[M].青岛海洋大学出版社,2001
[3]朱慕菊主编.走进新课程[M].北京师范大学出版社,2002
[4]魏书生.教学工作漫谈[M].漓江出版社,2005
[5] [美] David W·Johnson Roger To·Johnson 著.伍新春等译.合作学习[M].北京师范大学出版社,2004
[6]山东省教育厅师范处编.新课程与教学改革[M].北京出版社,2005
[7]钟启泉.学科教学论基础[M].华东师范大学出版社,2001
[8] [加] 马克斯·范梅南著.李树英译.教学机智——教育智慧的意蕴[M].教育科学出版社,2005
[9] [美] L·A 巴洛赫著.曾守锤 吴华清译.合作课堂——让学习充满活力[M].华东师范大学出版社,2005
[10]傅道春编著.新课堂中教师行为的变化[M].首都师范大学出版社,2001
[11]李剑萍 魏薇.教育学导论[M].人民出版社,2002
[12]教育部制定.语文课程标准(试验稿)[M].北京师范大学出版社,2001
[13]王坦.合作学习——原理与策略[M].学苑出版社,2001
[14]施良方.学习论[M].人民教育出版社,2001
[15]靳健主编.中学语文教学策略[M].陕西人民教育出版社,2002
[16]张大均主编.教育心理学[M].人民教育出版社,1999
[17]王晓辉等编著.新课程:语文教育怎样改革[M].四川大学出版社,2003
[18]吴柳主编.素质教育理论与基础教育改革[M].广西师范大学出版社,2000
[19]杨再隋著.全日制义务教育语文课程标准学习与辅导[M].语文出版社,2001
[20]曹明海主编.语文教育新视野丛书[M].青岛海大出版社,2001
[21]陈永明著.现代教师论[M].上海教育出版社,2000
[22]曾琦.合作学习研究的反思与展望[J].教育理论与实践,2002(3)
[23]裴娣娜.合作学习的教学策略[J].学科教育,2000(2)
[24]柯政.论研究性学习中的小组合作研究[J].教育发展研究,2003(9)
[25]王升.小组合作与主体参与[J].教育理论与实践,2001(3)
[26]于漪.谈素质教育背景下的语文课堂教学改革[J].课程·教材·教法,2000(2)
[27]罗树鸿.学习语文课程标准推进语文教学改革[J].基础教育研究,2001(9)
[28]张斌.论合作学习及其对学生行为和态度的影响[J] .教育理论与实践,1999(9)
[29]王冬凌等.试论教师在合作学习中的角色与作用[J] .现代中小学教育,2003(10)
[30]文涛.论有效的课堂小组合作学习[J].教育理论与实践,2002(12)
[31]田建芬.合作学习浅析[J].外国中小学教育,2001(1)
[32]王坦.论合作学习的基本理念[J].教育研究,2002(2)
[33]陈向明.小组合作学习的组织建设[J].教育科学研究,2003(2)
[34]马兰.合作学习的价值内涵[J].中小学教育,2004(7)
[35]高艳.合作学习的内涵、特质及教学设计[J].当代教育科学,2004(3)
[36]潘涌.论语文课程理念的创新与教师角色的转换[J].课程·教材·教法,2002(9)