摘要

小组合作学习因其明显的教学效果一直被称为近十几年来最重要以及最成功的教学改革之一。小组合作学习作为一种教学方式，是在班级授课制的背景下产生的，这种新型的学习形式主要克服了传统课堂中教师作为教学的主导地位掌握以及垄断课堂信息源，使学生处于被动地位的局面，而是通过课堂教学为基本教学组织形式的前提，学生以学习小组为组织单位，教师是学习小组的重要推动力量，帮助指导小组成员分工合作，从而提高学生个体的学习动力和能力水平以及学生群体的积极功能，最终达到完成特定教学任务的目的。因此，小组合作学习大大激发了学生学习的积极性、主动性和创造性，成为目前世界上许多国家在教学中普遍采用的一种教学理论与策略。

在教学实践中，应该从何入手来有效的开展合作学习，这其中合作学习任务的设计占据很重要的地位，如果能合理的设计开发好小学数学课堂的任务，起到引领学生进行合作学习作用，合作学习在课堂中的开展就会容易许多。本论文也就小组合作学习的任务设计开发进行研究。

本论文包括五部分。第一部分为引言，主要内容包括：研究背景；研究意义；研究问题；研究思路与方法。第二部分是文献综述，包括合作学习的研究；数学任务的研究；合作任务的研究；以及任务学习对小学数学的意义；小组合作学习任务开发的原则；小学数学小组合作学习中应注意的事项。第三部分是二、长春市XX学校小学数学合作学习现状与存在问题分析，本部分内容包括：小学数学合作学习现状；小学数学合作学习存在的问题；影响小学数学小组合作学习的因素分析。第四部分是小学数学合作学习任务设计与案列，本部分内容包括：小学数学小组合作学习任务开发的必要性；小学数学小组合作学习任务开发的策略；小学数学小组合作学习任务课例展示。第五部分是对于小学数学小组合作学习任务设计开发的研究结论与建议。

本研究所采用的研究方法有行动研究法、访谈法、文献分析法、课堂观察法。

关键词：小学数学；合作学习；任务设计

Abstract

Cooperative learning group because of its obvious teaching effect has been known as the most important in last decade and one of the most successful teaching reform as a kind of teaching method, cooperative learning group is under the background of class is the same, this new form of learning mainly to overcome the traditional classroom teachers in the classroom teaching as the dominance of master and monopoly information source, so that the students in a passive position, but rather through the classroom teaching of the basic premise of teaching organization form, the students in study groups for organizational units, teachers is an important driving force of learning team, help guide the team member division of labor cooperation, so as to improve students’ individual learning motivation and ability level, and the positive function of students, eventually achieve the goal of specific teaching task Therefore, group cooperative learning greatly stimulated the enthusiasm of students’ learning.

However, in the process of cooperative learning, some teachers in the classroom teaching bold and easy to carry out cooperative learning; and some teachers repeatedly use the form of cooperative learning, but because of various reasons can not be carried out smoothly. In this study, the design of cooperative learning tasks occupies a very important position. If we can design and develop the task of primary school mathematics classroom rationally, it will lead students to cooperate and study, and cooperative learning will be easy in the classroom. This paper also studies the task design and development of group cooperative learning.

This paper includes five parts. The first part is the preface, main content includes: the research background; The research significance; The research question; Research ideas and methods. The second part is literature review, including the study of cooperative learning; Math task study; Operations research; Study on the significance of the elementary school mathematics and mission; Cooperative learning group task development principle; Items should be paid attention to in the elementary school mathematics group cooperative learning. The third part is the second, the Changchun city XX school, elementary school mathematics cooperative learning status and existing problems analysis, this part includes: the elementary school mathematics cooperative learning situation; Problems existing in the elementary school mathematics cooperative learning; The influencing factors of group cooperative learning for primary school mathematics analysis. The fourth part is the elementary school mathematics cooperative learning task design and the case, this part includes: necessity of development of elementary school mathematics group cooperative learning tasks; The elementary school mathematics cooperative learning group task development strategy; The elementary school mathematics cooperative learning group show task teaching. The fifth part is the elementary school mathematics group cooperative learning task design and development of research conclusions and recommendations.

The research methods used in this study are action research, interview, literature analysis, classroom observation.

Key words: primary school mathematics; cooperative learning; task design