项目式教学作为一种能有效促进学生核心素养发展的教学方法，在我国基础教育改革进程中得到进一步发展。小组合作探究是项目式教学的重要成分和特征，但目前的研究表明，学生在项目式教学中存在诸多合作问题，这些问题导致小组合作的成效不明显，不能达到项目式教学法的预期。在比较了诸多合作学习方法的基础上，认为合作学习结构法具有提高项目式教学中小组合作效果的潜力。因此，本研究将围绕“合作学习结构法与中学物理项目式教学整合，以提升小组合作成效”展开研究。

本研究对合作学习、项目式教学以及项目式教学中的小组合作的已有研究进行了系统的梳理，确定了本研究的理论基础：中学物理项目式教学模式和卡干合作学习结构法。在对相关文献分析的基础上，提出了“确定整合对象-分析对象的需求-分析合作学习结构-构建整合框架”的合作学习结构法与中学物理项目式教学的整合流程，生成基于中学物理项目式教学的合作学习结构整合框架。该框架由两个维度构成，一个维度是中学物理项目式教学的合作学习活动，其指向合作学习结构的服务对象和适用范围；另一个维度是合作学习结构的构成，由具体的操作步骤、详细的实施建议和实用的合作工具三个部分组成。在基于中学物理项目式教学的合作学习结构框架的指导下，结合卡干合作学习结构的开发策略，初步开发出了21个适用于中学物理项目式教学的合作学习结构。

在理论研究的基础上，以检验“整合合作学习结构法与中学物理项目式教学”的有效性为主要目的，开展了合作学习结构在中学物理项目式教学的实践研究。通过对项目整体和课时的教学设计，选择了上述开发的9个合作学习结构应用到教学实验中，并在教学后反思合作学习结构存在的问题，在此基础上对合作学习结构进行修改和完善。在教学实施的过程中，还收集了教师的课堂行为和学生的学业表现数据，采用质性课堂观察法和量化数据分析法完成了合作学习结构应用到中学物理项目式教学中的效果评估。研究结果表明，合作学习结构的应用优化了项目式教学的合作学习环境，激发了学生的兴趣，促进了学生的互动。在教学实施后，学生的学业成绩有所提高。

Project-based learning, as a teaching method that can effectively promote students' core literacy development, has been further developed in the process of basic education reform in China. Cooperative group inquiry is an important component and feature of project-based teaching, but current research shows that students have many cooperation problems in project-based learning, and these problems lead to the ineffectiveness of group cooperation and fail to meet the expectations of project-based learning methods. Based on a comparison of many cooperative learning approaches, it is concluded that the cooperative learning structure approach has the potential to improve the effectiveness of group work in project-based learning. Therefore, this study will focus on the "integration of cooperative learning structures with project-based learning in secondary school physics to improve the effectiveness of group work".

This study systematically reviewed the existing research on cooperative learning, project-based learning and group work in project-based learning, and identified the theoretical basis of this study: the project-based learning model of secondary school physics and the Kagan cooperative learning structure method. Based on the analysis of related literature, the integration process of cooperative learning structure method and secondary school physics project-based learning is proposed, and the cooperative learning structure integration framework based on project-based learning is generated. The framework consists of two dimensions: one dimension is the cooperative learning activities of secondary school physics project-based learning, which points to the service targets and application scope of the cooperative learning structure; the other dimension is the composition of the cooperative learning structure, which consists of three parts: specific operation steps, detailed implementation suggestions and practical cooperative tools. Guided by this framework, 21 cooperative learning structures applicable to project-based learning in secondary school physics were initially developed by combining the development strategies of Kagan's cooperative learning structures.

Based on theoretical research, a practical study was carried out to test the effectiveness of "integrating cooperative learning structures with secondary school physics project-based learning". Nine cooperative learning structures developed above were selected and applied to the experiments through the overall project and lesson design, and the problems of the cooperative learning structures were reflected after the teaching. In the process of teaching implementation, data on teachers' classroom behaviors and students' academic performance were also collected. Using qualitative classroom observation and quantitative data analysis methods, the evaluation of the effectiveness of the cooperative learning structures applied to project-based learning in secondary school physics was completed. The results of the study indicated that the application of the cooperative learning structure optimized the cooperative learning environment of project-based instruction, stimulated students' interest, and promoted student interaction. Students' academic performance improved after the instructional implementation.