《数学课程标准(实验稿)》明确指出:“合作交流是学生学习数学的重要学习方式。由于学生所处的文化环境、家庭背景和自身思维方式的不同,学生的数学学习应当是一个生动活泼的、主动的和富有个性的过程。”近几年笔者通过对小组合作学习的课堂实践,对小组合作学习的认识逐渐清晰。假如把小组合作看作一个鲜活的生命,那么其生命线则是——学生个性不断思考、展示、并存、共享的过程。下面以教学《圆柱的体积》为例,谈点体会。 “Mathematical Curriculum Standard (experimental draft)” clearly states: “Cooperative communication is an important learning way for students to learn math.Due to the different cultural environment, family background and different ways of thinking, the students’ maths learning should be a vivid Lively, active and personalized process. ”In recent years, the author of the group through cooperative learning classroom practice, the group awareness of cooperative learning gradually clear. If group cooperation is regarded as a vivid life, its lifeline is - the process of thinking, showing, coexisting and sharing of students’ individuality. The following teaching “cylindrical volume”, for example, talk about experience.