The implementation of group cooperative research learning is flexible and diverse. Cooperative learning groups are generally composed of students with similar research interests voluntarily, with 3-6 people in each group. When forming a group, teachers can coordinate and give help according to the situation, for example, helping individual students who cannot perform the group to join the appropriate project team. There are three ways for cooperative groups to carry out research study, select topics and form groups: open, semi-open and centralized.

1. Open

Basic formula: there is no unified research topic in the whole grade or class, and the group research topic is put forward by the students, and the cooperative research group is formed voluntarily, and the research topics in each group are not repeated. The characteristics of this organization are that each group of research topics is completely decided by students according to their own interests and hobbies, and the topics are not limited, which is suitable for the development of students' interests and specialties; Group research topics are not repetitive, and its results are rich and diverse. After exhibition and communication, students' horizons will be broadened. Topics are wide, and students have a wide range of contacts with society. Variant: slightly different from the basic formula, that is, each research topic has at least two groups to carry out research independently. The variant basically maintains the advantages of the basic formula, and is conducive to the formation of a benign mechanism of "intra-group competition and intra-group cooperation".

2. Semi-open

Basic formula: the whole grade or class determines a rich research learning theme (such as "man and nature", "science and technology and society", etc.). ), and then students put forward a research topic that they are interested in under this topic category, and submit these topics to the whole class for discussion and adjustment (for example, merging similar topics and deleting inappropriate topics, etc.). ) identify some topics for cooperative research. Students with similar research interests voluntarily form a cooperative learning group to conduct research. The topics studied by each group are the same, but the specific topics are different. The characteristic of semi-openness is that students must choose their own research topics within a unified theme. Setting a unified theme is conducive to paying attention to the fields closely related to today's human life and guiding them to study and discuss the hot issues of scientific and social development. Variant: The difference from the basic formula is that the topics of group research can be repeated, and each topic has two or more groups to carry out cooperative research independently, which is easy to achieve the effect of "cooperation within groups and competition among groups" and promote the improvement of research level.

3. Centralized

Basic formula: all students discuss or communicate with teachers and students, and finally determine a research topic that arouses widespread interest. As the only research topic, each cooperative learning group conducts research independently. In this way, the research topics are very concentrated, but each cooperative group independently conducts research on the same topic, and its research perspective, methods, processes and results are different, so the learning activities are still open. However, "inter-group competition" may be fierce, which correspondingly leads to strong cooperation motivation of learning partners in the group; On the basis of group cooperative learning, the whole class (or the whole grade) can be organized to have a successful discussion and exchange on the same issue. This kind of organization is not only suitable for comprehensive activity research learning, but also suitable for subject teaching. For example, in the political class, group cooperative study on "Kosovo problem" is conducted, and each group collects a lot of relevant information after class. After cooperative research, each group can discuss and exchange research results in class, which can achieve ideal results. To carry out research-based learning, it is necessary to decide which of the above three organizational modes of group cooperative learning and its variants should be adopted according to different schools, grades and classes, taking into account factors such as course types, learning contents, teachers' conditions, students' interests and abilities.