Since the new curriculum reform, there has often been such a phenomenon in classroom teaching: some students talk about Kan Kan, while others do nothing. In a sense, cooperative learning has become a phenomenon of "concentrated eugenics", while "students with learning difficulties" just share and have not achieved real development. How can we establish a democratic and equal cooperative learning relationship? I try to set up a study group by the students themselves. At the time of formation, according to students' specialties, interests, hobbies, intellectual status, academic performance, etc. Give some advice to the students and then let them choose their partners. In the process of implementing cooperative learning, regular adjustments are made according to the specific conditions of students. "How happy it is to study with my favorite classmates." Many students took part in this kind of study with great enthusiasm. Students choose their own partners, members know each other, and their trust and respect are greatly improved. In the process of division of labor and cooperation, it is easier to reach an agreement, truly embody the spirit of cooperation of sharing weal and woe and helping each other in the same boat, and realize everyone's participation and equal exchange.

Second, pay attention to opportunities and effectively choose cooperation topics.

Knowledge in mathematics, not every knowledge point can cooperate or it is necessary to cooperate. The knowledge of cooperative learning must be difficult, thoughtful and open. In the process of learning, it is difficult to complete the problem only by individual ability, and it must be solved by collective wisdom. But the problem cannot be too simple, otherwise cooperation will be meaningless; It can't be too profound, otherwise it will easily dampen students' enthusiasm for cooperative learning. Therefore, I pay attention to the opportunity of group cooperative learning in class, which is mainly reflected in the discovery of regular knowledge, experimental operation, disclosure of knowledge difficulties, diversification of solutions that need to be optimized, discrimination of confused concepts, difficulties in students' thinking or disagreement. I let students discuss freely and let group cooperative learning play a role. Before cooperation, help students to clarify the purpose and task of cooperative learning, and let students know what problems to solve. At the same time, we should also pay attention to stimulating students' interest in learning through certain languages or situations, so that students can devote themselves to cooperative learning with full enthusiasm.

Third, teacher-student interaction, and strive to create a harmonious atmosphere

Every cooperative learning, first of all, carefully design the situation, so that the teaching objectives always include the students' learning objectives, and effectively make the learning tasks cooperative, so that students can clearly feel that "I need to cooperate with others." For example, when teaching a preliminary understanding of rectangles, squares and parallelograms, do you need to use your own learning tools or things around you to find out what their characteristics are? After defining the learning tasks, we should push students to the stage of independent and cooperative learning, give them the initiative to learn, and strive to cultivate their listening and cooperative abilities. In the process of students' feedback, teachers should pay great attention to the order in which students report their grades. We should try our best to encourage students with weak learning acceptance to express their opinions first, then let other students supplement them, and finally let students with strong learning acceptance summarize them. Only in this way, top students can use it, middle students can get exercise, underachievers can get help, and students' learning skills can be effectively improved.

Curriculum standards clearly point out: "Teachers are not only organizers and guides of mathematics learning, but also collaborators and promoters." To this end, I let students experience more: teachers have been involved in their learning process, sharing problems and successes with them. For example, in the teaching of "Multiplication and Distribution Law", when students observe the four groups of equations obtained by solving practical problems and come to the conclusion that "the sum of several numbers is multiplied by a number, and these numbers can be multiplied by the numbers outside brackets first and then added", I inspire students to boldly associate: "What do you think of from this?" When students tentatively put forward "when the difference between several numbers is multiplied by a number, is there such a law?" I pretended to be surprised: "Who else has the same idea as him?" With my little hands raised, I also raised my hands high. "What a coincidence, the teacher thinks so too. Let's verify it together? "

In fact, in every cooperation and exchange between students, I sincerely participate in students' cooperation and discussion. It can be seen that my classmates also regard me as one of them. It is the equal cooperation between teachers and students that stimulates students' creative potential and makes the classroom full of vitality. Let students cooperate with teachers in an equal and democratic atmosphere, give play to the role of mutual influence and inspiration between teachers and students, and let students internalize knowledge and improve their cooperation ability in active participation. This is the charm of teacher-student cooperation.

Fourth, multiple evaluation to promote students' willingness to cooperate

When I was reporting to the group, I first changed my mantra from "which classmate wants to talk about it" to "which group wants to talk about it", and at the same time, the group spokesman changed "what do I think" to "what do our group think (or think about it)". Evaluation should not only pay attention to the results of cooperation, but also pay attention to the process of cooperation. In group cooperative learning, I often go deep into each cooperative group, conduct on-site observation and guidance, listen to their discussions, understand the trend of cooperation, and solve problems in the process of cooperation at any time. At the same time, which group has a reasonable division of labor, which group is good at cooperation, which group is fast and efficient, and gives a positive and fair evaluation when summing up the exchange, affirming the collective wisdom and strength. For example, I often use this evaluation method: "A certain group also discussed the correct results. Although they are not the fastest in the class, they have a clear division of labor and tacit cooperation. Let's solve the problem together The spirit of unity and cooperation like them is worth learning. " This makes every student feel the joy of learning and the joy of success.

Cooperation consciousness and team spirit have become important qualities of people and development. As a contemporary teacher whose responsibility is to promote students' development, we should not only provide more opportunities for students to communicate and learn from each other in the classroom, but also create a better environment for students to cooperate and participate together. Moreover, we should actively promote the cultivation and migration of students' cooperative consciousness and skills, so that they can experience mutual assistance and help in this big classroom of life. Effectively let students learn to communicate, help each other, share and survive in individual group communication full of cooperation opportunities, and provide motivation for their development. This is my new pursuit and goal of cooperative learning.