"Every school should cherish and cultivate students' curiosity and thirst for knowledge, help students to study and think independently, protect students' exploration spirit, innovate their thinking, create an atmosphere of advocating true knowledge and pursuing truth, and create a relaxed environment for the full development of students' endowments and potentials. "Psychological research and practice have proved that a free, relaxed and safe atmosphere can give full play to people's wisdom. For example, in group cooperative learning, I often ask students to talk about the difficulties in learning first, talk about the mathematical phenomena found in life, and find out valuable problems for everyone to discuss. In the discussion, every student can express his opinion without any restrictions. When students ask strange questions and have original ideas, teachers should not only affirm them in time, but also let students know that his ideas are valuable.
Teachers must love and protect students' active participation in learning. At the same time, we should guide students to study and think independently and cultivate the spirit of exploration and cooperation. I remember once, when teaching the characteristics of a cylinder, students deduced through group experiments whether the side of the cylinder is rectangular or square after being unfolded. At this time, a group of people raised their hands and thought, "It may also be a parallelogram." Is that correct? As I thought about it, I said, "Your idea is very creative, but the teacher can't prove it is correct. Which group can prove it? " The students in each group entered into intense thinking and soon came up with several plans. For another example, in teaching, students often argue and it is difficult to make a judgment. At this time, students can be invited to fully express their opinions, and the teacher can only listen in, or occasionally "interrupt a few times" to insinuate, so that students can understand in the analysis.
2. Guide students to actively participate.
(1) All participants. Students are the main body of learning. Today, when quality education is advocated, we should pay more attention to students' individual study, so that each student can have more time to study by himself according to his own level. For example, in the general review of mathematics, we adopt the form of "homogeneous group", choose the review content by ourselves, design exercises, and then bring them to the group, so that everyone can have a chance to practice and work together to solve problems if they don't understand.
(2) actively participate. In the past teaching, the teacher was the protagonist in the class. In a class, the teacher chatted happily and chattered endlessly; Students sit quietly in their seats, or meditate or mumble, and passively accept knowledge. In the long run, students are not interested in asking questions. How can they take the initiative? Therefore, teachers should first regard students as the only subject in the process of learning cooperation, so that students can change from supporting roles to leading roles and take the initiative to participate. For example, I don't teach the area of a circle directly, but let the students learn the text by themselves first. The teacher guides the students, "What other figures can you spell?" Through discussion and experimental operation, the four-person group divided the circle into triangle, parallelogram and trapezoid, and calculated their respective areas. Then show the research results to everyone, and then collectively induce and deduce the calculation formula of the area. In the whole process, team member Qi Xin worked hard together, practiced together, calculated together, and reached a conclusion, truly becoming the master of learning while enjoying happiness. Secondly, we should carefully design the content of cooperation, so that students can ask questions, analyze problems and solve their doubts. In cooperation, we argue, discover and improve. For example, before teaching "knowing the circle", the teacher questioned "How is the mileage recorded by the indicator on the car calculated?" Therefore, the new lesson introduces the question "Why are the wheels of a car round?" Let the students cooperate in groups, conduct experiments and demonstrations in various ways, connect the indicator, the wheel and the circumference of the circle, and find out the circumference of the circle, so that the problem is solved.
(3) Differentiated participation. According to the actual situation of students, some students are allowed to meet the requirements of low standards temporarily, and the form of "homogeneous group" can be adopted. High-level groups can let themselves discuss and students exchange ideas face to face. The middle-level group can ask their own questions first, and then discuss and answer according to the students' demonstration. Low-level groups, because they are equal in the group and have no psychological pressure, ask questions and debate freely with their classmates, and always maintain a warm learning atmosphere, so that all students can participate and actively acquire knowledge. And "heterogeneous isomorphism" itself has its own differences.
3. Work hard together in class and get what you need.
Here mainly refers to cooperation, a clear division of labor, and cooperation as the main idea. Cooperation mainly includes teacher-student cooperation and student-student cooperation. In the cooperation between teachers and students, teachers should respect students and increase their closeness to them. In group discussion, teachers should participate in group discussion and express their opinions in time to help students deepen their understanding. It is necessary to use "role exchange" to narrow the distance between teachers and students and increase feelings. When I organize discussions, I usually lie on my desk and discuss with students like students, so that there is no obstacle to emotional communication.
As far as personnel composition is concerned, student-student cooperation can be divided into heterogeneous groups and homogeneous groups. In terms of organizational content, there are language cooperation and homework cooperation. In language cooperation, exchange or discussion, each student in the group should express his own views and put forward his own views; Secondly, the speaker should not only be good at speaking, but also be good at listening, giving each partner a chance to express their opinions. Then, enter the stage of group debate, allow to express opinions, but convince people by reasoning, and strive for the unity of group opinions. When communicating with the whole class, the group will send representatives to speak, and can send suitable candidates according to the level difference and difficulty. When the team members can't fully describe it, they should also give appropriate explanations. Homework cooperation usually refers to some open questions or an exercise with a large amount of exercise and repeated calculations. If you do every problem, it is not only time-consuming and laborious, but also can't effectively improve efficiency. There was a question in an activity class: "A pack of cigarettes is 9 cm long, 5 cm wide and 2 cm high. Such a 10 packet can be wrapped into a cuboid called a strip. If you are a designer, how many different packaging schemes can you design? Which is the most reasonable? " I first asked the students to discuss several possibilities, and the students put forward nine schemes through research. The teacher demonstrated one by one, and asked to compete in groups, which group should finish first. This question is so repetitive that a student can't finish it, and a class can't finish it at all. Therefore, in the calculation, each group has a clear division of labor and is arranged reasonably according to the ability of the team members. Those with strong ability did two questions and three questions, while those with poor ability did only one question, thus completing the task quickly. In this way, the method of solving the surface area of a cuboid is reviewed, which reduces unnecessary repetition in calculation and improves learning efficiency. For another example, when reviewing the area of a plane figure, I designed such a question: "In the picture below, there are two squares with sides of cm and 3cm respectively. Please find any three or four points from them and connect them with lines to find out the area of the graph. " In this question, there are various methods, and it is difficult for one person to answer quickly, and there are many omissions, which need to be completed through the cooperation of many people.
4. Let students manage themselves and improve their self-awareness.
If there are no certain rules for group activities, like a runaway wild horse, you can go wherever you want. Can you still achieve the expected results? Therefore, teachers should first grasp the general direction of group cooperative learning and guide students to achieve the expected goals. The second is to pay attention to the cultivation of group leaders. Focus on improving the organizational ability, coordination ability and self-management ability of team leaders. At the beginning, the leader can be appointed by the teacher. At a certain time, the group will comment first, then recommend themselves, and the group leader will reconfirm. Third, introduce the sense of competition and conduct inter-group competitions in groups. At the same time, there should be competitions in the group. Compared with before, what are the improvements and shortcomings? Compared with team members, who has more methods, who has more speeches, who has the best design and so on. For example, the general review, through the overall arrangement of the team leader, the four members of the group actively participate in it, carefully review and restrain each other, and the academic performance can be gradually improved.
5. Evaluate students positively and stimulate their desire to learn.
Psychology tells us that continuous success can stimulate the interest in learning, enhance the desire to learn, and spark all kinds of thinking. The new curriculum standard points out that the evaluation of mathematics learning should pay attention to both the results of students' learning and their learning process; We should pay attention to students' learning level, and pay more attention to students' emotions and attitudes in mathematics activities, so as to help students know themselves and build up confidence.
Therefore, in learning, teachers must make timely and effective evaluation, actively encourage the bright spots in students' minds and give a highly positive evaluation. However, teachers should be keenly aware of the defects in their own views, guide students, make them find problems in time and make positive adjustments, thus reducing blindness in cooperative learning and improving the efficiency and the possibility of success in cooperative activities. At the same time, we should also pay attention to the guidance of students' learning methods, so that the group can consciously talk about learning strategies and make appropriate evaluations. Third, pay attention to the sense of encouragement in evaluation. One unconscious praise is far more effective than ten criticisms, so teachers should praise more, criticize less or even not. For example, through group experiments, students deduce that "the side length of a cylinder is a rectangle, or it may be a square or a parallelogram". The teacher casually praised "what a genius", which made this group of people make great progress in their future studies. For another example, teachers must give strong praise to the winning team in the competition, so that students can strengthen their interest in learning.