The Mode and Implementation Process of "Group Cooperative Learning" in Classroom Teaching
The teaching of "group cooperative learning" is based on classroom teaching and takes cooperative learning group as the basic activity form. Qi Ji
This form is: design cooperation content and objectives → group activities → feedback evaluation → inductive comments.
Set teaching objectives and design activities.
The main body of group activities is students, and teachers should have clear goals when designing group activities. Through what?
What kind of group activities and what kind of teaching goals are achieved must be considered by teachers when designing, otherwise students will be blind and unable to cooperate effectively. In addition, the content of activities should be designed according to the actual level of students, and activities that are too difficult or difficult to operate should not be designed. It is best to design some easy-to-operate and interesting activities according to the characteristics of students in the base area, taking into account the level of all students, so that all students can participate in the activities and make progress together.
Sit in groups with a clear division of labor.
When I carry out cooperative learning teaching in class, I mainly study in groups of four, namely 4.
According to the differences in grades, abilities, gender ratio and personality, at least five students are divided into several cooperative learning groups, and different division of labor is carried out according to the characteristics of the people in the groups, such as group leader, spokesperson, recorder, voice controller and inspector.
Group activities, exchange feedback
In class, the teacher first puts forward the task of cooperation, and the students should make clear the goal of cooperation before cooperation.
On this basis, give appropriate guidance, and then leave some time for students to think independently, let them conceive their own design ideas, and then communicate in groups. After students fully communicate, each group chooses one or two best schemes, and the speaker reports the schemes of each group to the whole class, and other students supplement them appropriately. During the period of student cooperation, teachers actively pay attention to students' activities and give timely guidance. In the student design scheme, some students do not have a good solution, but also give affirmation and encouragement. There are all kinds of designs. Some designs are exquisite, some designs are particularly creative ... Of course, some designs are also very unsatisfactory and complicated. Nevertheless, we encourage them to choose between analysis and aesthetics.
Learning evaluation
The purpose of learning evaluation is to fully understand the process of students' mathematics learning, stimulate students' learning and improve teachers.
Teaching. A remarkable feature of "group cooperative learning" evaluation is to evaluate the overall situation of the group. Of course, there are individual evaluation and group evaluation, self-evaluation and peer evaluation, student evaluation and teacher evaluation. After the group activities, teachers should summarize and evaluate in time, on the one hand, guide students to unify their understanding and draw conclusions. On the other hand, evaluate group activities, such as which group is the most United and cooperative, which group is the most innovative and which group is the most disciplined. The performance of the team members should also be evaluated in stages, mainly from the aspects of whether they actively participate, whether they are friendly in cooperation and whether they are serious and responsible in their work.
Second, some thoughts on "group cooperative learning" in teaching practice
1 and "group cooperative learning" put forward higher requirements for teachers' professional quality.
Students encounter obstacles in "group cooperative learning", which makes cooperation impossible. At this time, the teacher needs to send it in time.
Now, it's time, it's time for group cooperation to continue. Therefore, teachers should make full presuppositions and arrangements for the activity process before class, so that the process of group cooperation activities is vivid and orderly. This puts forward higher requirements for teachers' professionalism and challenges teachers' adaptability.
2. Before "group cooperative learning", leave enough time for students to think independently.
Cooperative learning is based on the individual cooperative needs of students, when students solve a mathematical problem.
Only when the obstacles are confusing can cooperative learning be valuable and effective. However, in actual teaching, the role of "autonomous learning" in "group cooperative learning" is often ignored. In order to pursue a cooperative atmosphere, some classes often announce "Let's start group cooperative learning" immediately after asking questions, without leaving students a moment to think. As a result, students haven't had time to think about the problem situation, let alone their own independent plans, which is likely to lead to either top students in the group or a mere formality of discussion, thus failing to achieve the purpose of cooperative learning. Therefore, before "group cooperative learning", teachers should leave enough time for students to think independently.
Teachers should help students learn to listen and think.
Listening is not only an important way to obtain and refine information, but also a sign of respect for others. The teacher reminded the students in time.
Listen with questions, think while listening, and pay special attention to those viewpoints, ideas and methods that are different from your own, so as to obtain effective information in communication and understand the problem more comprehensively and deeply.
4, superficial excitement should not be the goal of cooperative learning.
Because of the ambiguity or difficulty of the question, each group will have different scenarios: some groups are particularly quiet, while each group
Members are silent, neither discussing nor analyzing nor calculating, just waiting for the teacher to announce the end of the discussion or show the conclusion of the problem; Some group discussions have become the opinions of individual students, and some students are echoing others; Members of the group either sit or stand, holding their own words, and everyone is scrambling to express their opinions, without listening to other students' opinions at all. This kind of cooperative discussion seems lively, but the actual effect is far-fetched. In essence, it is not a real group cooperative learning.
Reward is based on group achievements.
Not based on individual performance, but on the overall performance of the team in the process of achieving the goal.
It is to transform the competition between individuals into the competition between groups and promote the competition within groups.