笔者真正接触到分组学习,是在今年开学刚刚接手新一级学生时,此时全校范围内的分组学习活动已有条不紊地开展了。因笔者从未真正实施过此项活动,所以就产生了以下方面的疑惑。分组后学生面对面围桌而坐,增加了学生闲聊的机会,课堂纪律岂不是更加难以控制?平时木讷、不善言辞、学习成绩差的学生,会有同学愿意和他一个组吗?教师在课堂上让各组展示时,有些学生不能认真聆听,也不能主动地做笔记,重点问题岂不是也不能及时在课堂解决?带着如此众多的顾虑,笔者半 The author has really come into contact with group learning. This is the beginning of this year when I started to take over a new class of students. At this time, the group-wide learning activities within the school have been carried out in an orderly manner. Since the author has never really implemented this activity, there are doubts in the following areas. After grouping, students sit side-by-side and increase the chance of students chatting. Isn’t class discipline even more difficult to control? Students who are usually dull, unspeakable, and have poor academic performance will have a classmate who is willing to join him in a group? When students from each group were shown, some students could not listen carefully or take notes on their own initiative. The key question was not solved in the classroom in time. With so many concerns, the author half