随着课程改革的深入,教师也积极地倡导自主、合作、探究的学习方式,因此,课堂上的小组合作学习也轰轰烈烈地搞了起来。可是,随着时间的推移,出现的毛病也逐渐地彰显出来,有的教师不知不觉地走进了合作学习的误区(特别是初中数学教师):(1)合作学习的随意化、形式化。(2)合作学习的内容安排得不够科学合理。(3)合作学习分工不明确。(4)合作学习使学生的能力呈现出较强的两极分化趋势。(5)合作时间安排不够合理。(6)合作学 With the deepening of the curriculum reform, teachers also actively promote the learning methods of autonomy, cooperation, and inquiry. As a result, group cooperation learning in the classroom has also been vigorously promoted. However, with the passage of time, the problems that have emerged have gradually become evident. Some teachers have unknowingly entered the misunderstanding of cooperative learning (especially junior high school mathematics teachers): (1) The randomization and formalization of cooperative learning . (2) The content of cooperative learning is not organized scientifically and reasonably. (3) The division of labor in cooperative learning is not clear. (4) Cooperative learning makes students’ abilities show a strong polarization. (5) The cooperation schedule is not reasonable. (6) Cooperation