在新课程改革实施的过程中,小组合作学习被广泛运用到思想政治课教学中,并取得了初步的成效。但是,在教学实践中也存在诸多问题,如小组组建不合理,小组讨论效率不高,小组合作学习形式化严重,教师课堂调控缺失,对合作小组缺少系统评价等。在分析产生这些问题的原因时,不能把责任都推给教师,而应该综合分析多方面的原因,笔者认为影响小组合作学习有效性的原因大致可以从教师和学生两个方面进行分析。一、教师对小组合作学习理论的认识模糊不清教师对小组合作学习理论的掌握程度直接影响着思想政治课教学中小组合作学习的有效性。目前,很多教师虽然对小组合作学习的理论有了一定的认识,但这种认识大 In the course of the implementation of the new curriculum reform, group cooperative learning has been widely applied to the teaching of ideological and political courses, and achieved initial results. However, there are many problems in teaching practice, such as the unreasonable formation of groups, the ineffectiveness of group discussion, the serious formalization of group cooperative learning, the lack of teacher’s classroom control and the lack of systematic evaluation of the cooperative groups. When analyzing the reasons that cause these problems, we should not push the responsibility to the teachers. Instead, we should comprehensively analyze the causes of various problems. The author thinks that the reasons that affect the effectiveness of the cooperative learning can be analyzed from two aspects: teachers and students. First, the teacher’s understanding of group cooperative learning theory vague Teacher’s grasp of the group cooperative learning theory has a direct impact on the effectiveness of the group cooperative learning in the ideological and political teaching. At present, although many teachers have a certain understanding of the theory of cooperative learning in the group, this understanding