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背景:2012年秋季,学校实行小班制教学,并要求开展小组合作学习的探索。我查阅了有关资料,参考全国多个开展小组合作学习较出色的学校做法,并结合自己多年的教学经验和本班实际,开始分组、座位编排、小组长的任命和组员分工的工作,并进行个人自评、小组互评以及综合量化评价等细则的制订和实施。经过一多年的探索实践,初步收到一些成效,但又暴露出一些不足。案例:经过上一年的实践,小组合作的平台基本搭建成型,如
Background: In the fall of 2012, the school practiced small-class teaching and demanded the exploration of group cooperation study. With reference to the relevant information, I refer to a number of excellent school-based cooperative learning programs in the country. I started my grouping, seating arrangement, appointment of group leaders and division of labor according to my years of teaching experience and practical experience. Conduct personal self-assessment, mutual assessment of the group and comprehensive quantitative evaluation and other details of the formulation and implementation. After more than a year of exploration and practice, some initial results have been received, but some deficiencies have been revealed. Case: After the previous year’s practice, the platform for group cooperation has basically taken shape