在增强学生的个人责任感、提升青少年创新能力、团队合作交流等能力方面，小组合作学习的作用不容忽视，因此小组合作学习长期受到学者和一线教师的广泛关注。通过问卷调查和访谈发现：对于高中生们而言，他们具有良好的合作品质、坚定的合作信念以及良好的合作体验，但是在高中物理课堂中小组合作学习的频率却不高。对于教师而言，他们普遍认可小组合作学习对学生发展起到的重要作用，但是在真正教学中由于教学任务重、对小组合作学习理论学习不扎实等原因难以设计出高效的小组合作学习课堂。为了突破小组合作学习在高中物理课堂所面临的困境，笔者首先进行文献研究，对国内外小组合作学习现状进行了文献综述，通过分析小组合作学习的内涵和要素、理论基础、方法策略、小组合作学习发展以及小组合作学习与物理教学结合的研究，选择卡甘结构法提出任务引领的小组合作学习教学设计模型，利用合作任务的形式突破小组合作学习分组局限、教学整体内容与小组合作学习要求不匹配、不同课型小组合作学习操作难度大、小组合作学习教学设计负担重的问题。接着根据任务引领的小组合作学习教学模型，对“电能 能量守恒”单元中的三节课进行教学设计，开展教学实践，经过准备阶段的灵活分组和确定合作任务，然后通过情景设置，呈现目标、启动教学和组织评价几个环节生成合作课堂，最后根据课堂内容进行课后反思或课下合作活动进行拓展。

The role of cooperative learning in enhancing students' personal responsibility, enhancing their innovation ability, teamwork spirit and communication and cooperation ability cannot be ignored. Therefore, the cooperative learning has been attracting wide attention by scholars and front-line teachers for a long time. Through the questionnaire survey and interview, it is found that for students, they have good cooperation quality, firm cooperation belief and good cooperation experience, but they do not study together frequently in high school physics class. For teachers, they generally recognize the important role of cooperative learning in the development of students, but in real teaching, it is difficult to design an efficient cooperative learning classroom due to heavy teaching tasks and poor solid learning of cooperative learning theory. In order to break through the dilemma faced by cooperative learning in high school physics classes, The author first conducted a literature research, A literature review of the current situation of cooperative learning at home and abroad, By analyzing the connotation and elements 2of cooperative learning, the theoretical basis, the methods and strategies of cooperative learning, the development of cooperative learning, and the combination of cooperative learning and physics teaching, A task-led collaborative learning teaching design model is proposed, Select the Kagan structure method for the construction of the high school physics cooperative classroom.Using the form of cooperative tasks to break through the limitations of cooperative learninggroups, the mismatch between the overall teaching content and cooperative learningrequirements, the difficult cooperative operation of different types of classes, and the heavyburden of teaching design of cooperative learning, Learning and exploration in the task-led cooperative learning, Finally, to obtain the development of capacity. Then according to the task leading the cooperative learning teaching model, the "electric energy conservation" unit of three class teaching design, after preparation stage of flexible grouping and determine the cooperation task, and then through the situation setting, present target, start teaching and organization evaluation of several links generate cooperative classroom, finally according to the classroom content after class reflection or after-class cooperation activities to expand.

  According to the task-led cooperative learning teaching model, the teaching design, the

teaching practice, the analysis of the teaching results of the test group and the results of thecomparison group; (2) the development of the experimental group and the control group are significantly different in physical concept, scientific reasoning and scientific inquiry, no significant difference in scientific attitude and responsibility.