In many math classes, group cooperation is often a kind of teaching behavior to show the wonderful classroom. Actually, it is not. Grouping is very important in cooperative learning of mathematics, which often affects the learning effect of students in this class. Therefore, as a teacher, students should be grouped reasonably.
After the classroom teaching, teachers should start to investigate the students' situation and understand their learning interests, learning attitudes, learning level, personality characteristics and so on. After careful analysis and arrangement, students are divided into several different levels and grouped according to their actual situation. In class, I usually use heterogeneous grouping. This is how it is allocated: the number of people in each group is between 2 and 6, and generally a group of 4 people is the best combination. Among them, there are/kloc-0 students with good grades,/kloc-0 students with poor grades and 2 students with average grades. Combine the poor students into a group, let the poor students speak first, and the good students summarize, so as to prevent the poor students from becoming listeners and bystanders. The teacher will teach first, and then let the students study in their own groups, so that each member can firmly grasp it. This grouping method is a more complicated type. For example, in the teaching of solving problems by replacement strategy, students can think independently in groups, and then each student can communicate in groups, and find more ingenious strategies to solve this problem through further discussion. This process enables students to better experience the value of cooperation and communication.
However, long-term heterogeneous grouping will also lead to a mere formality in learning methods. So in order to change the rigid combination form, sometimes I will guide students to study in groups freely. This combination is generally students of the same level. Because students usually have the objects they want to compete with in their own minds, they will choose their own competitor combination. This way of free group cooperation enables students to study in a relaxed and harmonious atmosphere. Comparing with each other can significantly improve learning efficiency. However, it must be noted that free combination is not for students to voluntarily combine. For some students with learning difficulties, I invite some excellent students to combine with them to help them. This combination is more suitable for comprehensive courses. For example, in the teaching of numbers and codes, I use free grouping. After the students merge, I can freely investigate the numbers and codes in my life during class, such as telephone number, postal code, ID number and so on. This combination is conducive to stimulating students' interest in learning and cultivating their personality.
In addition, sometimes the grouping method I take in class is adjacent combination. This grouping method saves time and is more suitable for simple content. However, this grouping is often a mere formality, and students can't get any gains from cooperation. So individuals prefer heterogeneous grouping and free grouping.
Second, a clear division of labor.
In class, we often see teachers organize students to carry out cooperative learning. After the teacher made a request, the students had a heated discussion in groups of several (often speaking alone). After the discussion, each group representative is invited to speak (this representative is often a gifted student), and the representative's speech is often his own opinion, not the group's. Such cooperation is ineffective. In order for students to carry out effective cooperative learning, it is necessary to carry out a reasonable division of labor, so that each student in the group has specific responsibilities and must abide by certain rules. My class is usually a group of four people. I have made the following division of labor:
Team leader: responsible for organizing the division of labor of cooperation content, ensuring that every member has the opportunity to participate, organizing discipline and helping poor students in activities.
Recorder: responsible for recording the problems found in the cooperation of this group and the results of discussion, and integrating into the role of inspector.
Reporter: Gather the research results in the group and communicate in the class on behalf of the group.
In order to make every student develop, in the group, each position takes turns, which can enhance the sense of group cooperation, enhance the spirit of cooperation and improve the ability of cooperation. Promote every student to participate in it well.
For example, in the teaching of "circle", the team leader assigns tasks during the activity, puts forward the objectives and requirements of the activity, and guides the team members. Two team members are responsible for measuring the circumference and diameter of 1 corner, 5-corner and 1 yuan coins, and one team member is responsible for recording and reporting the results.
Perimeter (unit: cm) Diameter (unit: cm) Ratio of circumference to diameter
In the activities, teachers should give appropriate guidance and demonstration, and encourage students' methods in time. Mobilize their enthusiasm for cooperation.
Third, cooperative exploration.
After each group defines the learning tasks, they enter the stage of cooperative inquiry according to the division of tasks, and each student communicates with each other according to his own understanding to form the learning results of the group. During this period, teachers should patrol among groups, guide students in time to solve various problems in the learning process, help students improve their cooperation ability, and pay attention to observing students' performance in learning and interpersonal relationships, so as to be aware of them. Let students with certain learning difficulties think more and talk more, and ensure that they meet the basic requirements; At the same time, we should also give students who have the spare capacity to study a chance to develop their potential. For example, when studying the actual measurement, I asked the students to measure in groups, so some students did it, some marked it with chalk, some set benchmarks, and some measured it with a ruler ... Everyone was in high spirits and full of the pride of the owner. Give full play to the advantages of group cooperative learning. Students not only learned to measure, but also exercised their hands-on ability and tasted the fun of cooperation!
4. Communication and interaction
Communication is the beginning and an important manifestation of cooperation. The process of communication is the process of students from narrow to wide, which will bring students a "bright" vision. Let the reporters of each group report the learning results to the whole class on behalf of the group to understand the learning situation of each group. When reporting, teachers should guide students to express in mathematical language and encourage students to dare to express. For some students with poor expressive ability, it is necessary to arouse students' desire to express and cultivate their courage to speak. In addition, we should guide students to learn to listen, listen carefully to each student's speech, don't interrupt, listen to the process of others' speech, grasp the main points of others' speech as a whole, absorb while thinking, and be ready to ask questions or supplement at any time. At the same time, pay attention to understand the mastery of students with learning difficulties in each group; For the problems raised by each group, you can ask other groups to introduce solutions. In the "circle", students cooperate in groups, and after testing their scores, reporters organize language reports. Several groups report, students analyze and exchange data, and the teacher guides them. Finally, they look for the relationship between the circumference and diameter of a circle together. Through cooperation, the teaching difficulties and key points of this class have been broken through. Students can not only intuitively understand the calculation formula of the circle, but also experience the joy of harvest.
5, group identification
I think evaluation is essential to give full play to the effectiveness of group cooperative learning. Can motivate students to help each other. Group cooperative learning is conducive to cultivating students' cooperative spirit and collective consciousness, but improper group cooperation organization will lead to good students always playing the leading role and poor students always waiting for help and answers, which will lead to more serious polarization. Therefore, carrying out group evaluation activities can stimulate each student's spirit of mutual assistance. So in class, I often have multiple solutions to a problem, which is more exciting than a group, and I want any one in the group to explain it; Evaluate the best team for each test; Evaluate individual Excellence awards, progress awards and so on every month. In this way, students with good grades will feel that they should not study on their own for the sake of collective honor, but should help the players with poor grades; A poor student's sense of honor from the collective drives him to study actively, which easily produces a good style of mutual learning in the group and gives every student a chance to succeed. Improve students' enthusiasm for participation, let them learn to learn from each other's strengths and make the process of communication a process of common development.
Mathematics cooperative learning can help students practice social skills through cooperation. As the saying goes, "two heads are better than one" and "help each other in the same boat" ... cooperative learning has such an effect.
The problem of cultivating students' creative and personalized thinking advocated by the new curriculum is well reflected in the cooperative learning of mathematics: students' passive learning in the classroom has become students' active participation, which has improved students' interest in learning and cultivated students' independent and inquiry learning ability. The application of group cooperative learning meets the requirements of quality education and conforms to the development of the times.