合作学习在20世纪70年代初兴起于美国,并在70年代中期至80年代中期取得实质性进展的一种富有创意和实效的教学理论与策略。由于它在改善课堂内的社会心理气氛,大面积提高学生的学业成绩,促进学生形成良好的非认知品质等方面实效显著,很快引起了世界各国的关注,并成为当代主流教学理论与策略之一,被人们誉为“近十几年来最重要和最成功的教学改革”。而课外合作学习与合作学习不同之处就是学生为完成课内未完成的任务或一个新的任务而在课外进行的共同合作学习。课外合作学习模式创设了一个具有开放性的、由学生自主安排的、适合学生参与的课外学习环境,从而把学生学习的空间逐渐由课堂内向课堂外延伸。所以课外合作学习是课内合作学习的补充和扩展,二者是相互联系、相互渗透的整体。但是我们在教学实践中发现,学生在课外合作学习中自我表现状况不尽如人意:随着年龄的增长,学生越来越不喜欢表现自我。我们如何来激发学生在课外合作学习中的“自我表现欲”呢? Collaborative learning of an innovative and effective teaching theory and strategy that emerged in the United States in the early 1970s and made substantial headway from the mid-1970s to the mid-1980s. Because of its effectiveness in improving social psychology in the classroom, improving students’ academic performance on a large scale and promoting students to form a good non-cognitive quality, it soon aroused the attention of all countries in the world and became the mainstream contemporary teaching theory and strategy One of them is praised as “the most important and successful teaching reform in recent ten years.” The difference between cooperative learning and cooperative learning in extracurricular learning is that students work together after class to complete unfinished tasks or new tasks in the class. The extracurricular cooperative learning model has created an open and self-regulated extracurricular learning environment suitable for students to gradually extend the space for student learning from the classroom to the classroom. Therefore, extra-curricular cooperative learning is the supplement and expansion of cooperative learning in the class. The two are interrelated and mutual infiltration. However, in our teaching practice, we found that students’ self-expression in sub-curricular cooperative learning is not satisfactory: as they grow older, students increasingly dislike their self-expression. How do we inspire students to “self-expression desire” in extracurricular cooperative learning?