新课改背景下小组合作捆绑式评价办法研讨

新课改对我们教师在课堂教学效率和有效教学以及教学评价方式等方面提出了更高的要求,不仅仅要教会学生学习学科知识,而且要注重对学生学习能力和终身发展能力的培养与训练。在新课改背景下,课堂评价应注重学生之间的互相评价,采取小组之间打分等形式鼓励每个学生积极地参与到课堂活动当中来,培养学生的合作意识和探究能力以及语言表达能力等。     

构建小组捆绑式评价有助于提高学生学习数学的积极性

要提高学生自主学习的主动性、合作学习的积极性、探究学习的有效性,教师需要以学生为中心,真正让学生的行为、认知、情感参与到教学过程中,小组就是班级中的群体,在教学中作者力图通过捆绑式评价让每一个学生都能保持积极的学习状态。其中重要的一条就是加强对学习小组的建设研究,包括小组构建、小组评价等策略的研究。     

也谈小组捆绑式评价

一个小组就是一个家,一个小组里的同学就像一家人一样。小组捆绑合作学习是新课改课堂教学中学生学习的一种新方式,是学生之间面对面、相互促进、生生互动的学习活动。"小组捆绑式评价"就是将个人评价和小组考核有机结合,实行小组内"一荣俱荣,一损俱损"的评价方式。     

浅谈小组合作学习在英语教学中的应用

针对传统英语教学方法中存在的问题,对英语教学模式进行深入思考,认为要提高英语课堂效率,必须改变传统灌输式的教学模式。体现以自主、合作探究为主题的小组合作学习,既可以巩固所学语言知识,又能提高学生英语综合运用能力,在英语教学实践中发挥很好的作用,是提高英语教学效率的有效途径。通过具体的教学案例,阐述小组合作学习的重要性及在英语教学中发挥的作用。     

小组评价盘活小组合作学习

小组评价是指在组内各个体评价的基础上所产生的综合汇总．并将汇总数据与其他各组进行比较所产生的结果评价。学生需要有集体荣誉感,在自我需要得到满足时,更渴望通过表现得到大家的认同乃至赞许。小组评价就是为他们搭建表现自我的平台。     

小组合作学习理念在高中英语教学中的运用

本文提出了小组合作学习在高中英语教学中的必要性,同时从学习小组的划分、学习评价、学习方式等方面,阐述了如何运用小组合作学习理论,结合教学实践来促进学生学习英语的积极性,从而提高英语课堂教学的有效性。     

展开捆绑式小组合作学习,提升小学美术教学的实效性

随着社会的不断发展,学生的知识水平也在不断提高,现在的家长对美术的关注也越来越多。美术课堂开展捆绑式小组合作的方式被教师广泛采用,尽可能地创设自主探究、合作学习的平台。小组合作学习的教学方式能激发学生的创作热情,使得学生能有效地学习美术。     

分析“小组捆绑式评价”在小学教学中的作用

在当前的小学教育教学中,必须在充分考虑学生成长的特点下,结合有效的学习指导激发学生的自主学习能力。尤其在小学语文教学中,在开展小组学习的同时应用"小组捆绑式评价",不仅有效地培养了学生的学习兴趣与自主学习意识,同时还增强了学生的集体荣誉感,使之更加积极地投入到小组合作学习中。为此,本文针对"小组捆绑式评价"在小学教学中的作用展开了相关探讨与分析。     

小组合作学习在小学语文教学中的应用

1．合作要求。(1)只与同组成员交谈，只谈关于合作内容的问题；(2)周到、耐心而又和蔼地对待同组成员；(3)做一个好的参与者；(4)向他人求助或为他人提供帮助，确保合作小组的所有成员都弄懂；(5)鼓励组员参与讨论并成为好的倾听者。贯彻这些合作要求，能激发学生积极的反应。     

小组合作学习在高职英语课堂中的应用

该文针对小组合作学习在高职英语课堂的运用进行了讨论。小组合作学习改变了以往的师生关系,更新了讲课模式,调动学生学习英语的积极性,激励学生的参与意识和协作能力,实现课堂教学交际化。该文通过对英语小组合作学习的操作过程、小组合作学习的内容和方法、以及小组合作学习的积极意义的描述与分析,说明有效的小组合作学习是最好的教学技能之一,它不仅可以加大学生语言实践量,提高学生运用语言的能力,还可以培养学生自主学习的积极性和与他人合作的能力。     

The Use of Evaluation Criteria to Improve Academic Discussion in Cooperative Groups

Teachers remark that during Cooperative Learning (CL), the academic nature of the group discussions and the resulting group products can be disappointing. Often, this may be due to a lack of understanding on the students’ part on the elements that make up an exemplary product. This study examined whether clearly articulated evaluation criteria (EC's) would alter the nature of the group's discussion and subsequently improve students’ learning. The groups using the EC spent more time evaluating their products, discussing the content of their unit and task than students not using the evaluation criteria. The evaluative and task‐focused talk at the group level were modestly, yet significantly correlated with individual scores on an essay test following the unit. These findings suggest that the presence of clear and accessible criteria for evaluation can improve the academic nature of group discussions and individual learning gains. The findings provide a practical way to apply current assessment practices to classrooms using CL strategies.     

浅谈合作学习团队

合作学习不同于小组学习,团队是开展合作学习的基本组织结构。学习团队也不等同于学习小组,目前,许多教师组建的学习小组,大多数属于学习群体而非团队。学习团队与学习小组有着本质的区别,团队有其发展的阶段模型,构建学生团队是进一步推进合作学习,突破合作学习发展“瓶颈”的关键。     

Cooperative learning in Japan

Cooperative small groups are frequently used in Japanese schools. The principles of Buzz Instruction, one model of CL, are outlined as an illustration of Japanese CL. Additional applications of cooperative guidance and teaching to resolve problems such as delinquency, discrimination, and maladjustment to school are also described. Japanese culture facilitates cooperation, but there are serious obstacles to its use originating in the organization of school education. In addition to the historical development of cooperation in education, trends in educational policies and prospects for CL in Japan are discussed.     

“合作学习”法在化学教学中的探究

针对目前合作学习中存在的重形式轻方法、重学生轻教师、重教学轻研究等问题提出解决方法.反思学习方式转变过程中存在的问题.     

Cooperative learning in computer-based instruction

High equipment and materials costs, limited access to computers for instruction in many schools, and the success of cooperative learning strategies in traditional classroom instruction have prompted researchers to examine the potential of cooperative computer-based instruction (CBI). In this article, recent research on cooperative CBI is reviewed and findings related to achievement, patterns of study, social interchange, motivation, and gender are discussed. In addition, guidelines on the implementation of cooperative CBI that have been gleaned from the literature are presented.This paper was prepared with partial support from MECC/University of Minnesota Center for Study of Educational Technology, and presented at the AECT Annual Convention, January 31–February 4, 1990, Anaheim, CA.     

Cooperative learning in German schools

Despite decades of appreciation of CL in scientific discussions of education and in curriculae, it is a rare event in the average German classroom. Rather than looking for external circumstances impeding the realization of a promising idea, this chapter focuses on internal conditions of dissemination strategies. The discussion offers the optimistic outlook that discrepant orientations toward CL may be resolved.     

Cooperative learning in elementary schools

Cooperative learning refers to instructional methods in which students work in small groups to help each other learn. Although cooperative learning methods are used for different age groups, they are particularly popular in elementary (primary) schools. This article discusses methods and theoretical perspectives on cooperative learning for the elementary grades. The article acknowledges the contributions from each of the major theoretical perspectives and places them in a model that depicts the likely role each plays in cooperative learning outcomes. This work explores conditions under which each perspective may operate, and suggests further research needed to advance cooperative learning scholarship.     

浅谈英语教学中的合作学习

随着新课程改革的发展,合作学习更多地被应用与英语教学中。它在增强学生们合作意识的同时也改变了课堂氛围,从而有效地提高了教学的效率。     

合作学习方法在课堂教学中的有效应用

合作学习能形成和改变学习的学习态度，增进合作学习技能，并创立紧密结合与整合学习为一体的学习方式，从而发展学习批判性思维、推理及解决问题的能力。