國(guó)培體會(huì)：利用小組合作優(yōu)勢(shì)有效組織實(shí)施大班額教學(xué)

1、國(guó)培體會(huì)：利用小組合作優(yōu)勢(shì)，有效組織實(shí)施大班額教學(xué)一直以來(lái)，許多教師對(duì)小組合作學(xué)習(xí)都存在誤解，以為把教室的座位擺成一組組，學(xué)生團(tuán)團(tuán)圍坐。老師講了一部分教學(xué)內(nèi)容后，提出一個(gè)問(wèn)題或布置一個(gè)任務(wù)，宣布小組合作討論，安靜的課堂變熱鬧，每個(gè)孩子看起來(lái)都有話說(shuō)，都有事做，這就算合作學(xué)習(xí)了。其實(shí)仔細(xì)觀察，發(fā)現(xiàn)有的孩子滔滔不絕，有說(shuō)有笑，有的卻呆若木雞，教室里動(dòng)筆墨的人少之又少。到全班匯報(bào)時(shí)，課堂變成了優(yōu)秀生的展示舞臺(tái)。這樣的小組合作純屬走形式，看似熱鬧，實(shí)則混亂，大部分組內(nèi)的成員根本沒(méi)有明確在合作學(xué)習(xí)時(shí)自己到底應(yīng)該做什么、怎樣做？就在老師的一聲令下時(shí)結(jié)束了。我私下認(rèn)為這樣的教學(xué)，不過(guò)是一種作秀，沒(méi)有任何的價(jià)

2、值。根本不是我們所倡導(dǎo)的小組合作學(xué)習(xí)。說(shuō)到合作學(xué)習(xí)，許多教師會(huì)列舉出許多小組合作學(xué)習(xí)的缺點(diǎn)：紀(jì)律無(wú)法控制；傾聽(tīng)效果差；學(xué)生參與主動(dòng)性不高、教具無(wú)法制作等等。其實(shí)，在實(shí)踐過(guò)程中，小組合作學(xué)習(xí)優(yōu)勢(shì)大于劣勢(shì)： 1、小組學(xué)習(xí)可以讓所有學(xué)生都有機(jī)會(huì)在一個(gè)沒(méi)有危險(xiǎn)的環(huán)境中提出自己的想法，掌握學(xué)習(xí)的內(nèi)容。2、可以讓學(xué)生在小組學(xué)習(xí)中學(xué)會(huì)尊重他人的優(yōu)點(diǎn)和不足。3、在小組學(xué)習(xí)中，學(xué)生可以從當(dāng)小組長(zhǎng)、記錄員、音量控制員等職務(wù)中體驗(yàn)擔(dān)任不同角色的經(jīng)驗(yàn)。使學(xué)生對(duì)社會(huì)上的不同角色有一定程度的了解。4、可以讓學(xué)生減少對(duì)老師的依賴，學(xué)會(huì)更多地依靠自己的能力來(lái)思考問(wèn)題，努力尋找獲取信息的各種渠道。5、小組學(xué)習(xí)中，老師可以照顧學(xué)

3、生的能力層次。根據(jù)學(xué)生的不同情況，小組內(nèi)可以安排不同的學(xué)習(xí)任務(wù)。6、小組學(xué)習(xí)是幫助學(xué)生從不同側(cè)面獲取最大教育效果的一種有效策略，包括：學(xué)習(xí)成績(jī)的提高，自信心的增強(qiáng)，與同學(xué)建立積極的人際交往關(guān)系，樹(shù)立對(duì)學(xué)校的積極態(tài)度等。7、小組學(xué)習(xí)還可以給教師提供巡視教室、檢查個(gè)體學(xué)生學(xué)習(xí)情況的機(jī)會(huì)只要老師勤動(dòng)腦筋，組織中任務(wù)明確、口令清楚、獎(jiǎng)懲得當(dāng)、引導(dǎo)正確，那么,小組合作學(xué)習(xí)一定能克服缺點(diǎn)，有聲有色地開(kāi)展起來(lái)。小組合作學(xué)習(xí)在小班額的教學(xué)中得心應(yīng)手，但是在一個(gè)擁有五、六十人的大班額里，紀(jì)律無(wú)法控制、學(xué)生不能人人參與、教師調(diào)控難度加大等問(wèn)題就凸顯出來(lái)了。那么，在大班額里如何組織與實(shí)施參與式教學(xué)活動(dòng)呢?我覺(jué)得在可

4、以從以下幾個(gè)方面入手：一、分組分工，明確職責(zé)。教師根據(jù)教學(xué)內(nèi)容和實(shí)際情況的要求不同來(lái)分組。分組可以按照座位來(lái)分，前后鄰座410人分一組，這種分組是課堂上最常用的方式,有一定的穩(wěn)定性,便于老師隨機(jī)進(jìn)行,便于操作。條件允許可以在上課前將課桌椅、板凳擺放成分組型號(hào)課堂布局,每組用不同顏色做小組標(biāo)志,將問(wèn)題卡或活動(dòng)材料放在桌上,這是根據(jù)學(xué)生能力差異給學(xué)生分組。由于小組組數(shù)多,教師在活動(dòng)前必須給小組內(nèi)的角色進(jìn)行分工,明確各角色的職責(zé)。根據(jù)教學(xué)任務(wù)可設(shè)“發(fā)言人”、“記錄員”、“計(jì)時(shí)員”“音量控制員”等角色。這樣便于對(duì)小組活動(dòng)的監(jiān)督與指導(dǎo)，通過(guò)合理的分組,保證教學(xué)各個(gè)環(huán)節(jié)順利進(jìn)行。二、巧設(shè)活動(dòng)，分工完成。大

5、班額的學(xué)生太多,如果都進(jìn)行同一活動(dòng)，如讀書(shū)、討論，教室就會(huì)太吵，什么也聽(tīng)不到，課堂就會(huì)顯得沒(méi)有秩序。這時(shí)候，教師可以考慮同班、同組在同一時(shí)間做不同任務(wù)，如要完成讀課文、寫(xiě)詞語(yǔ)、討論這幾個(gè)任務(wù)，班級(jí)中可以有的組先讀后寫(xiě)，有的組先寫(xiě)后讀，組與組活動(dòng)交叉進(jìn)行。在一個(gè)組內(nèi)，組員也可以在組長(zhǎng)的安排下，交叉完成任務(wù)單上的任務(wù)，可以安排四個(gè)同學(xué)讀書(shū)，二個(gè)同學(xué)抄寫(xiě)詞語(yǔ)，四個(gè)同學(xué)勾畫(huà)優(yōu)美句子，這樣教室里就會(huì)安靜許多，便于老師調(diào)控和檢查。三、巡視課堂，點(diǎn)撥指導(dǎo)。當(dāng)學(xué)生在小組合作學(xué)習(xí)的時(shí)候，教師可以走到各個(gè)組去了解學(xué)生學(xué)習(xí)的情況，這樣不僅關(guān)注了每一個(gè)組，而且還可以對(duì)教材的重點(diǎn)、難點(diǎn)或?qū)W生做錯(cuò)的地方給予點(diǎn)撥指導(dǎo)。在課

6、堂上，教師要有強(qiáng)烈的任務(wù)意識(shí), 注意調(diào)控學(xué)習(xí)活動(dòng)的節(jié)奏,特別是學(xué)生在匯報(bào)過(guò)程中，讓學(xué)生根據(jù)問(wèn)題依次匯報(bào)，答案一樣的不再重復(fù)，讓學(xué)生養(yǎng)成在設(shè)計(jì)時(shí)間內(nèi)完成任務(wù),及時(shí)有效地反饋信息的良好習(xí)慣，這樣教師對(duì)課堂就可以做到收放自如了。四、利用室外，拓寬空間。在大班額里開(kāi)展參與式教學(xué)活動(dòng),很實(shí)際的問(wèn)題就是學(xué)生人數(shù)多,活動(dòng)空間小,不便于組織活動(dòng),在這種情況下,可以利用室外的空間組織活動(dòng)。如把學(xué)生帶到操場(chǎng)上,讓學(xué)生在小組長(zhǎng)的組織下明確各自的任務(wù),并在有效的時(shí)間內(nèi)積極開(kāi)展活動(dòng)。這樣既可以拓寬學(xué)生視野,發(fā)展學(xué)生的綜合能力,也可以解決活動(dòng)空間小不便開(kāi)展活動(dòng)的環(huán)境制約。五、利用資源,解決困難。在大班額的小組合作學(xué)習(xí)中，

7、教師需要準(zhǔn)備更多的教具和材料,必然要花費(fèi)大量的人力、精力、財(cái)力，這都是老師一人無(wú)法承擔(dān)的。如何解決這些教具的來(lái)源呢？教師可以用開(kāi)發(fā)校本課程資源的意識(shí),發(fā)動(dòng)家長(zhǎng)、學(xué)生、學(xué)校等資源,來(lái)彌補(bǔ)精力和材料的不足，解決困難。wydiawgmer4i30ka1dkaghn3xtkknbycudxqa7fhyi2chhi92tgkqcwa3ptgz7r4i30ka1dkagtgkqcwa3p tgz7r4i30ka1dkaghn3xtkknbycudxqa7fhyi2chhi92tgkqcwa3ptgshls50clmtwn60eo8wgqv7xav2ohum32wgeauwydiawgmer4i30ka1d

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