在美术教学实践中,合作性学习就能较好的体现学生的主体性学习和激发学生学习美术的兴趣,下面是我在美术教学中进行合作性学习活动实验的粗浅尝试。1合作学习的理论基础认知理论——强调学生共同活动本身对学业成绩的影响,维果次基将儿童最近发展区界定为,由独立解决问题所决定的实际发展水平与通过成人的指导或与能力更强的同伙合作解决问题所确定的潜在发展水平之间的行为,不同程度的学生可以在美术教 In art teaching practice, cooperative learning can better reflect students ’subjective learning and arouse students’ interest in learning art. Here is a superficial attempt at experimenting with cooperative learning activities in art teaching. 1 The theoretical basis of cooperative learning Cognitive theory - emphasizing the impact of student activities on academic performance, the VG defines the childrens development zone as the actual level of development determined by the independent problem-solving and the guidance of adults or With the ability of more capable co-workers to work together to solve the problem of the potential level of development between the behavior of different levels of students can teach in Art