This paper investigated the formation process of the collaborative learning concepts and its implementation strategies of 8 high school teachers from a high shool in southweat China under the background of flipped classroom through the method of case study. By revealing the "contradiction between teaching and learning" in the classroom, this paper pointed out that the teachers in the case adopted two different paths including the "extended" and "consolidated"paths when introducing the collaborative learning. In the "extended" path, teanchers hoped to offer students the opportunities for communication and expression through various forms of collaborative learning tasks, which could achieve the collision of ideas and views. In the "consolidated" path, teachers hoped to solve the problems in the learning process timely through the mutal guidance between learners, which could improve the students' efficiency of mastering specific skills and knowledge. This paper also pointed out that the different understanding on the subject teaching could result in the difference of teachers' paths, and further analyzed the cause of teachers' difference in understanding the subject teaching.%文章采用个案研究的方式,考察了在翻转课堂教学改革背景下,西南地区某高中8位教师合作学习观念与实施策略的形成过程.文章通过揭示课堂中的"讲学矛盾",指出个案中的教师在引入合作学习时主要采用了"拓展式"和"巩固式"两种不同的行动路径.在"拓展式"行动路径中,教师希望通过多种形式的合作学习任务为学生提供交流与表达的机会,实现思想与观点的碰撞;在"巩固式"行动路径中,教师希望通过学习者之间的相互指导来及时解决学习过程中出现的问题,提高学生掌握特定技能与知识的效率.文章指出,学科教学理解差异引起了教师行动路径的差异,进而分析了造成教师学科教学理解差异的原因.
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