近几年,随着我国新课程改革的不断深化与变革,“小组合作学习”模式层出不穷。如山东的“杜郎口模式”、广州的“生本教学”模式,其实质都是“小组合作学习”。虽然这是当前课堂改革的一大亮点,但在实践中由于对合作学习的认识、组织和操作不当,使得合作学习表面化、流于形式,因而没有达到预期的效果,且存在着低效现象。为此,本人就这些现象进行了反思,并提出解决策略,在这里与大家共勉。一、合作学习中的低效现象 In recent years, with the continuous deepening and reform of the new curriculum reform in our country, the mode of “group cooperation learning” emerges one after another. Such as Shandong “Du Langkou mode ” Guangzhou “students ” teaching mode, its essence is “group cooperative learning ”. Although this is a major highlight of the current classroom reform, in practice, due to the poor understanding and organization of cooperative learning and the improper organization and operation, the cooperative learning has been surfaced and formalized. As a result, it has not achieved the desired effect and has inefficiencies. To this end, I conducted a review of these phenomena and put forward solutions to the strategy, where I share with everyone. First, the inefficient phenomenon of cooperative learning