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《数学课程标准》中指出“有效的数学学习活动不能单纯地模仿与记忆,动手实践、自主探究与合作交流是学生学习数学的重要方式。”因此,作为新课程倡导的三大学习方式之一,小组合作探究学习是时代赋予数学教学活动的要求,对提高数学的课堂效率起到了重要的作用。但从具体的教学实践来看,在进行小组合作探究学习中还存在着不少误区,需要我们去剖析规避,从而深刻反思课堂教学策略,提炼有效教学因素,实现“高效”课堂的教学目标。
The standard of mathematics curriculum states: “Effective mathematics learning activities can not be simply imitated and memorized, hands-on practice, self-exploration and cooperation and exchange are important ways for students to learn mathematics.” Therefore, as the three major new learning methods One of the group cooperation inquiry learning is the requirements of the times to give mathematics teaching activities, plays an important role in improving the classroom efficiency of mathematics. However, from the perspective of specific teaching practice, there are still many myths in the group cooperative inquiry learning, which requires us to analyze and evade, so as to profoundly reflect the classroom teaching strategies, refine the effective teaching factors, and achieve the teaching of “efficient” classroom aims.