Grouping of cooperative learning. Teachers should carefully study and design the grouping of the whole class, preferably according to heterogeneous grouping, that is to say, the organizational ability, learning ability, academic performance, thinking activity and gender of the members in each group should be balanced.

2. Instructional design of cooperative learning. When preparing lessons, teachers should study the textbooks in depth and make clear the new ideas to be embodied. The content of cooperative learning should be difficult, worth exploring and discussing, and the questions should be open. How much time does it take to design each link of a class, what content needs cooperative learning, how much time is cooperative learning and so on.

3. Classroom implementation of cooperative learning. For primary school students, especially junior students, their knowledge, ability and awareness of cooperative learning are limited, so it is difficult to carry out effective cooperative learning, but they can't give up the application of group cooperative learning in junior grades, which requires teachers to gradually train students.

4. After-class summary of cooperative learning. It is necessary for teachers to follow up after class, collect feedback information, reflect on achievements and shortcomings, and make a comprehensive evaluation of learning, which is conducive to improving teaching. Teachers can collect information through classroom observation, correcting homework and talking with students. Reflect on the successful experience and insufficient lessons, and then give specific guidance for the performance of each group, which will gradually form a virtuous circle of group cooperative learning.