Group cooperative learning is a learning method in the new curriculum classroom teaching. It breaks the bondage of all students facing the blackboard and teachers giving lectures and listening in traditional teaching methods. Instead, several students sit together and study, communicate, practice and operate face to face. Through long-term teaching practice, I realize that this learning method not only conforms to the psychological characteristics of primary school students, but also has a certain supervisory role for every cooperative member of the study group. Therefore, students are willing to accept and participate with great enthusiasm. However, because primary school students are young, active, poor in self-control and poor in organization, the class will be chaotic and will follow blindly, and they can't really agree or disagree with different opinions and viewpoints in the group, nor can they absorb effective ingredients to correct their self-views. This kind of group cooperative learning can not solve the problem, but virtually deprives students of the opportunity to think independently and learn independently, which runs counter to the true meaning of cooperative learning. Therefore, organizing well is an important prerequisite for effective group cooperative learning. My practice is to divide the students in the class into one group according to gender, personality, learning situation and classroom performance. There are students at all levels in each group, and the group leader changes in turn every Monday, which is conducive to cultivating students' sense of responsibility and cooperation. The group leader organizes and divides the activities of the group members, and speaks in order, so that the students who don't like to talk can speak and talk as much as possible. When one person speaks, ask other members to listen carefully, and then express their views after others have finished speaking. After a period of training, the group cooperative learning in our class can basically go smoothly.

Second, clear requirements

Before each group activity, the teacher should clearly put forward the content and objectives of the activity and the methods to complete the task, so that students can know that group cooperation requires tasks, and then the group leader can reasonably divide the work and organize the group members to carry out discussion, communication, hands-on operation and inquiry activities in an orderly manner. This avoids the blindness of students' nonsense and group cooperative learning, fully embodies the effectiveness of group cooperative learning, and also enables those timid and passive students with learning difficulties to actively participate in learning and fully experience their own value. For example, the title 10 on page 15 of the curriculum standard of People's Education Edition requires how to purchase tourist tickets reasonably and make a one-day tour of XX scenic spot according to the tourist price. First, I let the students read the topic by themselves. After the students understand the meaning of the topic, I put forward the requirement of group cooperation: each group chooses one student to take notes, and other students design the best ticket purchase plan for the travel agency staff as required, and then make an evaluation in the group to see if everyone's design meets the requirements of the topic, so that students can carry out group cooperative learning activities purposefully.

Third, the preferred content

How to make group cooperative learning a mere formality and really play a role in promoting students' development? I think it is very important to choose the content of cooperation activities and determine the topics for discussion. This requires our teachers to study the teaching materials carefully, grasp the key and difficult points of this class, and deeply understand the students' life reality. For example, when teaching Four Arithmetic, the second volume of the textbook for the fourth grade, after evaluating the performance of several students, on the basis of a certain perceptual knowledge, the group discussed: "If there is only addition and subtraction or multiplication and division in the formula without brackets, what should be paid attention to?" At this time, each member of the group will discuss and communicate from different angles, which can complement each other and let the students sum up the calculation rules of the four operations themselves. This is the knowledge that students consciously acquire, so they will remember it deeply. For those open exercises, students will communicate in groups after thinking independently. I studied area units in middle school. When measuring the area of the school basketball court, I give full play to the role of group cooperative learning, so that each group can independently determine the area to be measured. Some students in the group record, measure, supervise and report the measured length. Team members cooperate, so that students can feel the fun of cooperative learning with others. On the other hand, in classroom teaching, we should also pay attention to the impact point of students' thinking and discuss it. For example, how much iron does a cylindrical barrel need in real life when learning Unit 2 "Surface area of a cylinder" in the first volume of the sixth grade textbook published by People's Education Press? To ask this question, I asked the students to discuss in groups: "How many faces should I count? Why? " Through discussion, let students really understand some problems in real life application, calculate the surface area of cylinder reasonably and flexibly according to the actual situation, and let students feel the close connection between mathematics and real life.

Fourth, summarize and evaluate.

After each group cooperative learning activity, teachers should summarize and evaluate it in time. On the one hand, the activities of the group are evaluated, mainly from the aspects of students' cooperative attitude and participation and cooperation methods in the learning process. On the other hand, it is to summarize the situation of group learning, let students report the results of group discussion, expand group discussion to class communication, let students ask questions to each other, and let students give full play to their thinking in thinking and exploration. The purpose is to let each student know his performance in group activities. At the same time, compare the activities between groups to see which group has the best activities and which group has the most active and harmonious students. In particular, we should pay more attention to whether students with learning difficulties actively participate in activities, so that the group leader can have more opportunities to give them a speech. Give full affirmation and vivid and interesting rewards to groups and individuals who perform well in time, such as "little red flowers, golden apples, stars of wisdom, etc." Cultivate students' team spirit.