ETIEducation and Teaching Innovation2995-48942995-4908Art and Technology10.61369/ETI.2025080005ArticleSTAD 合作学习法在小学英语阅读教学中的实践研究https://artdesignp.com/journal/ETI/3/8/10.61369/ETI.2025080005高亚男2025382025-08-20本研究针对《义务教育英语课程标准（2022年版）》核心素养导向下，小学英语阅读教学中存在的学生参与度低、阅读策略表层化及跨文化意识培养形式化等问题，探索了STAD（学生小组成绩分工法）合作学习法的应用路径。研究通过构建异质分组与角色互赖机制（组长、汇报者、计时员、记录员协同），设计任务驱动的三层阅读活动循环（学习理解、应用实践、迁移创新逐层递进），并实施差异化评价与动态奖励机制（个体阶梯积分与小组多维互评结合），有效提升了学生的课堂参与度和协作效能。实践表明，该方法显著促进了学生文本深度理解、语言迁移运用、批判性思维及跨文化认知能力的发展，其结构化任务设计、角色互赖目标共建与反馈迭代的运行逻辑，为小学英语阅读教学提供了可复制的协作框架，契合新课标“学思结合、用创为本”的活动观要求。STAD 合作学习法,小学英语,阅读理解

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