更新时间：05-28 （常常同学）提供原创文章
摘要
自课改实施以来，合作学习越来越受到教育工作者的重视，并逐渐成为小学科学教学中一种重要的学习方式。但目前的小组合作学习仍存在着诸多问题，这样的结果，只能是白白地耗费了有效的教学时间，看不到合作的成果。由于教师们对合作学习的了解不全面不深入，很多课堂在实施合作学习时仍然是以前经验的一个延续，难以有新的突破。所以，课堂中的合作学习就难免处于一种尴尬境地——不搞合作学习，课堂经常缺乏生气，难以调动学生学习的积极性；搞合作学习，则合作学习难以持久进行下。因此在本文中根据问卷调查与访谈明确指出小学科学教学中，学生在合作学习过程中的现状，教师在教育教学过程中的问题，以及如何提高小组合作学习的有效性，让小学科学课堂焕发生命的活力。提出科学的、合理的小组合作学习的教学方法，增强学生合作的意识，培养学生合作的能力，为学生的可持续发展奠定基础。
关键字：小学；科学；教学；合作学习
ABSTRACT
Since the implementation of the curriculum, cooperative learning have been paid more and more attention of educators. Cooperative learning gradually becomes an important way of learning in primary science teaching. But there are still many problems in group cooperative learning. Such a result just a waste of teaching time, we can see nothing about cooperation. Because many teachers are not comprehensive in-depth of cooperative learning, a lot of class in the implementation of cooperative learning is still a continuation of previous experience, it is difficult to have a new breakthrough. Therefore, cooperative learning in the classroom is inevitable in an awkward position - not to engage in cooperative learning. In this case, it is often a lack of vitality in the classroom. And it is difficult to mobilize the enthusiasm of students for the teachers; While if engage in cooperative learning, they will feel difficult to sustain cooperative learning. Based on making questionnaire and interview on science teaching in primary schools, the author pointed out: the status of the students’ cooperative learning process; problems are existing in the teaching process; as well as how to improve the effectiveness of group cooperative learning to make the science class full of vitality.At last, the author put forward that scientific and reasonable group cooperative learning and teaching methods should be used to enhance the awareness of students 'cooperation, to cultivate students' ability to cooperate, to lay the foundation for the sustainable development of students.
Key words: Primary school science; teaching; cooperative learning