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如何提高大班额环境下小组合作学习的有效性 被引量:6

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摘要 小组合作学习的有效性一直是数学教师实践、探讨的问题,本文从问题选择、合作时机、小组安排、时间保障、教师指导和反馈评价六个方面阐述了如何提高大班额环境下小组合作学习的有效性。
作者 雒兴萍
机构地区 金塔县南关小学
出处 《兰州教育学院学报》 2011年第1期157-158,共2页 Journal of Lanzhou Institute of Education
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  • 1Smith, P., Warburton, M.. Strategies for managing large classes: a case study[J]. British Journal of In-Service Education 1997, 23 (2): 253-265.
  • 2Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K.. Reviewing the evidence on how teacher professional development affects student achievement[R]. (Issues & Answers Report, 2007 REL 2007-No.033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest.
  • 3Valerien, J.. Innovations for large classes: A guide for teachers and administrators[J]. Educational studies and documents No. 56. Paris: UNESCO,1991.
  • 4Michaelowa, K.. Primary education quality in Franco-phone Sub-saharan Africa: determinants of learning achievement and efficiency considerations. World Development,2001, 29, 1699-1716.
  • 5United Nations Educational, Scientific and Cultural Organization. EFA Global Monitoring Report: Education for All - Strong Foundations - Early childhood care and education[R]. Paris: UNESCO, 2006.
  • 6MoE&S. A comprehensive analysis of basic education in Uganda[R].Kampala: MoE&S, 2005.
  • 7Margo C. O'Sullivan. Teaching large classes: The international evidence and a discussion of some good practice in Ugandan primary schools[EB/OL]. Mary Immaculate College, University of Limerick, South Circular Road, Limerick, Ireland. Available online 27 November 2005. http://dx.doi.org/10.1016/j.ij edudev.2005.05.010.
  • 82011年教育蓝皮书:中小学大班额普遍[EB/OL].http://edu.sina.com.cn/l/2012-03-01/1033212821.shtml,2012.3.1.
  • 9Finn, J., Pannozo, G., & Achilles, C.. The "Why's" of Class Size: Student Behavior in Small Classes[J]. Review of Educational Research, 2003, 73:321- 268.
  • 10Harder, H.. A critical look at reduced class size[J]. Contemporary Education. 1990, 62(1): 28-30.

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