摘要
国务院2001年5月29日颁发了《国务院关于基础教育改革与发展的决定》(国发[2001]21号)，其中专门提及合作学习，并对合作学习给予了高度重视，《决定》指出：“鼓励合作学习，促进学生之间的相互交流，共同发展，促进师生教学相长。”
合作学习是目前世界上许多国家普遍采用的一种富有创意和实效的教学理论与策略体系，美国当代著名教育评论家埃利斯和福茨在其新著的《教育改革研究》一书中断言：“合作学习如果不是当代最大的教育改革的话，那么它至少也是其中最大的之一。”由此可以看出，合作学习是一个非常成功的教学理论和策略体系。“古为今用，洋为中用”是我们借鉴和吸收国内外先进经验的基本原则。
合作学习是指课堂教学以小组学习为主要组织形式，根据一定的合作性程序和方法促使学生在异质小组中互相合作，达成共同的学习目标，并以小组的总体成绩为主要奖励依据，从而利用合作性人际交往促成学生在认知、情感、技能三方面提高的教学策略体系。合作学习具有5个共同的特征：1、小组目标2、个人责任3、成功机会均等4、小组竞争(组间竞争、组内合作)5、任务专门化。
本研究采用实验研究和行动研究相结合的方法，在合作学习的教学策略指导下，结合初中生物学科的特点、初中生的身心发育特点及传统教育的优势，设计三段八步课堂教学模式来组织教学实验，在实验教学中突出体现主体性教学、合作技能的培养，促进学生的全面发展。在初中生物学科课堂教学中渗透合作学习的教学策略，应紧密结合教材内容积极地适量地进行，教师首先应精心设计良好的课堂方案，这是提高合作学习质量的基础，其次，创造性的实施课程方案是提高合作学习的关键。合作学习的实施对教师提出了很大的挑战，教师在不断探讨合作学习的精髓的同时也在不断地补充自己、完善自己、发展自己。
通过合作学习理论的研究试图寻找出国内外先进的教育教学理念与中国传统教育观念的结合点，以及先进的教育教学理念与中国的教育改革的切合点，探究一条适合本土实际的合作学习的生物学科教学的教学模式，尽量使其在操作性和适应性方面有所加强，为能尽快使得这一先进的教学思想与方法在国内得到普及献出自己的一份力量。
The State Council issued 'The resolution of the State Council on reform & development of elementary education' on May 29,2001 (by PRC[2001]No.1), in which cooperative learning is mentioned and emphasized. The resolution says ' encourage cooperative learning, promote communication among students, make teaching benefit teachers as well as students.'
Cooperative learning adopted by many countries , is a creative and effective teaching theory & strategic system. Famous contemporary American critics Alice and Futz stressed in their new work Study On Educational Reform 'if cooperative learning isn't the biggest educational reform, at lest it is one of the biggest.' From this we can say cooperative learning is a successful teaching method and strategic system, 'drawing lessons from history , drawing lessons from foreign countries' is our basis principle when we absorb domestic and international advanced experience.
Cooperative learning is the teaching strategic system which bases on group study in class. It makes students cooperate with each other and learn together through some cooperative progress and method. It regards the total result as the basis for reward and promotes students to make progress in cognition, emotion and skills. Cooperative learning has 5 characteristics: 1. group aim 2. tasks for individuals 3.the same chance for success 4.group competition(inter-group competition, internal competition) 5.task specialization.
Under the guide of cooperative learning, we combine experiment with action, combine the characteristics of junior biology, physical and mental growth of junior students with the advantage of traditional education. This study invented the teaching pattern of 3 parts, 8 steps to organize the teaching experiment, which reflects subjective teaching and training of cooperative skills and promotes students to develop in an all-round way. Cooperative learning in biology class of junior middle school should link teaching materials and be carried out suitably. First, teachers should design excellent lessons plan, which is the basis of developing the quality of cooperative learning. Second, the creative lesson plan is the key of developing cooperative learning and it's a big challenge to teachers. In fact, teachers are developing, perfecting and improving themselves when they are talking about the marrow of cooperative learning.
Through the study of cooperative learning teachers want to find the common sense between advanced domestic & international teaching theory and Chinese traditional education concept, as well as the uniting point of advanced teaching theory and Chinese educational reform ,in order to seek the biology teaching pattern which fits the domestic facts, to strengthen its serviceability and adaptability, and to contribute their shares for the popularization of the advanced teaching method.
引文
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