合作学习是一种为了完成小组或团队共同的任务，有明确的责任分工的互助性学习。合作学习在我国已广泛应用于各门学科的学习和教学，是探究性学习的重要学习方式之一，合作学习的实施对提高学生的合作与交流能力、分析和解决问题能力和获取新知识的能力等起了很大作用。本论文在学习前人文献资料的基础上，认真分析了人教版教材中适于合作学习的内容章节，制定了合作学习的原则和实施方案，并通过自己的教学实践，举出4个教学案例进行分析，然后对广东省佛山市南庄高中二年级536同学进行了有关合作学习的状况及实施效果等的问卷调查，并对回收的420份有效问卷进行了统计分析，研究的结果如下：1. 人教版教材中许多内容非常适合合作学习，其中，探究的内容有11个，实验有13个，资料分析有25个，资料搜集和分析有5个，思考与讨论有48个，模型构建4个，技能训练10个，课外实践2个，调查2个。每一节内容大多是由问题探讨开始，还有本节聚焦，资料分析，思考与与讨论等环节，这些环节是有利于学生合作学习的，尤其是其中的问题探讨、思考与讨论非常适合学生合作学习。2. 通过4个案例的教学实践和反思，发现同学们对合作学习教学策略的实施还是比较欢迎的。通过小组合作学习，一方面提高学生学习生物学科的兴趣，调动了绝大部分同学的学习积极性，每一小组长分工后，各成员均能积极主动地配合，培养了学生之间的长期合作学习能力，使学习变得更加轻松愉快；另外学习成绩也明显地提高，同学之间的相处变得融洽，同学之间的相互学习、取长补短的能力也增强，分析问题、处理问题的能力增强。3. 问卷调查表明：学生普遍接受合作学习的学习方式；在学习的内容上普遍认为生物课上合作学习更适用于生物探究或者生物实验；小组的成员组成人数一般3~6人为好，并安排小组长；学生对小组合作学习的问题普遍感兴趣。学生发言的积极性高，每个同学都有发言的机会，成员之间相互能倾听别人的意见，能较好地表达自已的想法。教师对于实施合作学习的教学策略有举足轻重的作用，学生对教师的期望也很高。通过合作学习，学生普遍认为能明显提高学习生物学的兴趣，提高学生合作的能力和交流能力，提高生物学科学素养，也有助于提高学生的学习成绩。

Cooperative learning is a sort of mutual learning which aim is to finish the collective assignment in a group or team with the clear responsibility division. Cooperative learning has been widely used in the various branches of learning as one of the most important learning methods of inquiry learning. Also, the implement of Cooperative learning play an important role in improving the ability that cooperation and communication, the ability that analysis and problem-solving and the ability that acquiring new knowledge. Based on the literature documentation, this thesis seriously analyzed the contents and chapters in the New Textbooks of PEP that applied to the Cooperative learning and set out the principle and embodiment. Through the teaching practice on my own, 4 teaching cases were list up and analyzed. Then, the questionnaire survey about cooperative learning was made among 536 senior two students in Nanzhuang high school which locates in Guangdong Province Foshan City. We reclaimed and analyzed 420 effective questionnaires and the results as follows.1. The content of the New Textbooks of PEP is suit for cooperative learning which contains 11 exploration parts, 13 experiences, 25 “data analysis” parts, 5 “data collection and analysis”parts,48“thinking and discussion” parts, 4 “model building” parts, 10 “skill training” parts, 2 “extracurricular practice” parts and 2 investigations. Most content are began from “question discuss”, then go on with the sections of “content focus”, “data analysis”, “thinking and discussion” which are benefit for cooperative learning, especially the section of “question discuss” and “thinking and discussion”.2. Through the teaching practice and reflection of 4 cases, we found that the students are interest in the implement of cooperative learning teaching strategy. The group cooperative learning not only improved the interest on learning biology but also encouraged the study enthusiasm. Each member actively supported the assignment after the group leader arranged the work that cultivate the long-term cooperative learning ability. This process is benefit for the study atmosphere and the improvement of study records. The students reinforced the mutual study ability, analyze ability and problem-solving ability. 3. The questionnaire survey showed that the cooperative learning has been generally received by students; cooperative learning is better used in bio-exploration and bio-experiences on the learning of contents; the learning group was made up by 3-6 students is suitable and a group leader is necessary; the students are generally interest in the questions on group cooperative learning. The cooperative learning increase the speech enthusiasm, and the group members could listen advises from each other and express one’s own idea. Besides, the teacher play an important role in implementing the cooperative learning teaching strategy and the student have high expectation on their teacher. The students generally accepted that the learning could improve the interest on biology, increase the cooperative and communicate ability, enhance the science quality and also contribute to the study records.