【作 者】：
曹 梅， 白连顺
【关 键 词 】：
翻转课堂； 课堂合作学习； 问题解决； 数学
【栏 目】：
课程与教学
【中文摘要】：
当前翻转课堂的关注点多在课前个性化的自主学习，课堂内合作探究过程的有效性却缺乏应有的重视。合作学习因流于形式、过程失控、低效等问题广受诟病，合作学习的优化设计需要突破组织形式的局限而进入合作学习过程之中。文章面向数学问题解决，从合作行为与认知行为两个维度构建课堂合作学习的过程模型，为合作学习的内在机制提供直观的分析视角，同时，设计了合作解题支架、小组会话引导、小组制品、反思与自评表等外化策略，呈现过程模型在教学设计上的应用；最终开展的准实验研究结果表明，这些策略有助于学生合作技能的训练和合作行为的明显改善，而面向问题解决的认知行为的引导仍需更多努力。重视问题解决的过程而不是结果，这样的教学转变更为关键。
【英文摘要】：
At present, flipped classroom has focused on the pre-class self-directed learning. However, the effectiveness of the cooperative inquiry process in class doesn't receive enough attention. In practice, cooperative learning is widely criticized for its problems in being out of control, formalization and inefficiencies. The optimized design of cooperative learning needs to break through the limitations of organizational forms. This paper provides a clear analytical view on the internal mechanism of cooperative learning by constructing a process model of classroom cooperative learning from two dimensions of cooperative behaviors and cognitive behaviors to solve mathematical problems. Meanwhile, this paper also designs externalization strategies such as problem-solving scaffolds, group conversation guidance, group artifacts, and tools for reflection or self-assessment to show the application of the process model in instructional design. Finally, a quasi-experiment is carried out to show that those strategies contribute to the improvement of students' cooperative skills and behaviors, and the guidance of problem-solving cognitive behaviors need more efforts. Stressing the problem-solving process rather than the outcome in teaching is more crucial.