The so-called "group cooperative learning" means that a group or team learns from each other through hands-on practice, independent exploration, cooperative communication and a clear division of responsibilities in order to accomplish the same task.
First, the status quo of group cooperative learning in primary school mathematics classroom teaching
(A), middle school students' group cooperative learning' performance'
"Group cooperative learning is easier said than done, and many attempts fail to achieve the expected results."
"First of all, the cooperation between students is not harmonious enough. I divided the whole class into 15 cooperative groups of four people, and each group had a selected or designated group leader. I asked the team leader to urge the team members to take turns to speak, think and solve problems together, listen carefully, help others to speak enthusiastically, and let the group study develop harmoniously in mutual help. But children are different. They often appear unfriendly and don't listen or share. There are five groups in the class, and cooperative learning cannot be carried out smoothly. "
"Secondly, too many classes are difficult to guide. There are 60 students in our class * * *, organized into 15 study group. The minimum cooperative learning time of a class is 5 minutes, and the maximum is 12 minutes. When I go deep into one group of guidance, the other groups rarely continue. Every time I guide three groups, I have to' retreat'. Slowly straightening up from the students' desks, I was sweating and thirsty, and looked at my classmates helplessly. Except for the group of students who have just been instructed, the students in other groups are busy with their own affairs. "
"Knowing that cooperative learning is very important, I want to try more and let students benefit from it. Teachers and students like it, but it often backfires. When I asked a question about cooperative learning, the classroom was buzzing. "
"One is that you love to say, but don't say what you didn't say. In some groups, only one person is speaking, and others are listening silently, which cannot produce the effect of collision and communication. "
"Second, each said each, don't listen to others. Some groups are chaotic, and you won't listen to others' opinions to achieve the purpose of cooperative learning. "
"Three is at some point, just beside the point. Some groups talked about the theme for a while and then digressed, taking the opportunity to gossip and stuttering when reporting to the group representatives, wasting valuable study time. "
"The fourth is to listen to the bully. When a classmate expresses his opinion, the language hegemonist immediately refutes it until the classmate has nothing to say. Even when other people's opinions are inconsistent with his own, the ugly words will not add up, so there are complaints everywhere, which destroys the learning atmosphere in the classroom. "
(B) Teachers' "performance" in group cooperative learning
1. Inadequate preparation, a mere formality.
Teachers are not prepared enough for group cooperative learning, which is manifested in two aspects. On the one hand, there is insufficient ideological preparation, no good understanding of the spirit of curriculum standards, no analysis of teaching content, no reasonable presupposition of cooperation opportunities, and no arrangement of cooperation links; On the other hand, homework preparation is insufficient, there is no heterogeneous grouping, there are no discussion questions suitable for discussion-based cooperative learning, and there are not enough learning tools of homework-based cooperative learning, including transcripts and record sheets that record the process and results of cooperative learning. It seems that two or three desks are put together, 4-6 students sit together, and the teacher gives the order to "group cooperation" and "group discussion". This is group cooperative learning. It seems that such cooperative learning two or three times is a "course reform course". On the surface, it is bustling, but in fact, students are either at a loss or arguing about topics, making group cooperative learning a mere formality.
2. The requirements are not in place and the work is not suitable.
Teachers' requirements for group cooperative learning are not in place, which are manifested in two aspects. One did not explicitly announce the requirements, and the other did not announce the requirements in time. Students are right "Cooperate with what?" "How to cooperate?" "What do I do when I cooperate?" As well as time constraints, competition conditions, exhibition preparation, reporting requirements, etc. Don't ask, don't listen, only children generally lack the consciousness and ability to cooperate, so you don't want to cooperate with me, and I don't want to cooperate with you, which leads to the inconsistency of group cooperative learning.
There is not enough time and quality.
Lack of time means that teachers can't spend an appropriate length of time on students' cooperative learning in groups. Many teachers announced the start of group cooperative learning only after more than ten seconds, and some students haven't had time to speak, not to mention "going back and forth several times to promote each other" or "colliding several times to produce * * * knowledge", which leads to the combination of group cooperative learning without quality. Generally speaking, it takes at least 5-8 minutes for a group to discuss, communicate or explore more complex mathematical problems, even if it is a relatively simple mathematical problem, it cannot be less than 2-3 minutes. What's more, group cooperative learning should be arranged, either to cook a poor meal or to give the teacher a warning. Is it necessary to "group cooperative learning" without quality?
4. The guidance is not timely and the cooperation is fruitless.
The untimely guidance means that teachers can't give timely and effective guidance and guidance to students when they are cooperative learning in groups and report the results of cooperative learning with group representatives. There are two manifestations. First, some teachers wait on the platform or do their own things, as if students' cooperative learning in groups has nothing to do with themselves. It seems that students' dominant position is prominent, but teachers have become bystanders who have lost their dominant role. Second, some teachers seem to watch the fire from the other side of the bank, blindly patrol like a dragonfly, can't intervene in the regulation in time, let the activities go with the flow, and have countless concerns about the progress and quality of group cooperative learning, resulting in fruitless cooperation and nothing for students. Is it necessary for the subject to stand out and fade out?
5. Evaluation is not in place and cooperation is inefficient.
Evaluation is not in place, which means that teachers can't give positive and effective praise and encouragement when students carry out cooperative learning in groups and report the results of cooperative learning to group representatives. Some teachers blindly say "very good" or simply say "the fastest in this group" when reporting in each group, and they can't make timely and keen judgments and guidance. Mislead students' impetuous pursuit of speed and stifle students' different opinions. Only pay attention to the evaluation of the whole group, ignore the students' personality reflection in the activities, only pay attention to the results of cooperative learning, ignore the students' learning process, only reward the reporters of cooperative learning and forget the collaborators of group learning. The subject and form of evaluation are single, and evaluation becomes a screening process invisibly. Can such group cooperative learning be efficient?
Second, the countermeasures to solve the problem of group cooperative learning in primary school mathematics classroom teaching
"Group cooperative learning fully embodies teaching democracy and gives students more time for free activities and opportunities for mutual communication. However,' cooperation' must also be based on the individual needs of students. Only when students think independently and have the need for communication can it be valuable to carry out group cooperative learning. "
"As a teacher, we should carefully design and implement the content of group cooperative learning, and observe and interfere with the cooperative learning of each group on the spot. From the whole process of student analysis, goal setting, task selection, teaching process development and scientific evaluation application. In the process of cooperation, we not only advocate group learning, but also encourage students' independent opinions. Teachers should not interfere too much, but also provide effective guidance. When students cooperate in learning, teachers are not idle, but assume greater responsibility for management and regulation. "
"It really takes brains to carry out group cooperative learning among junior students. Their self-management ability is poor, and they have not yet formed the consciousness and ability of cooperation. They should take their time and teach from the beginning. Junior students like to watch performances, so I made a demonstration in the form of performances. "
"I invited three students to the podium, and four people sat around the lecture table. I said: the four of us are cooperative learning groups, and the teacher will be the team leader. We will study together. Please take a closer look at the students in other groups before commenting on our study. Go! "
"When I found that 1 students kept silent and she didn't like to talk at ordinary times, I said to her: Yu Na, do you have a better idea? Speak your mind. If you speak well, we will listen to you. If what you say is not good, we will help you. Come on! Give it a try! Yu Na looked up at everyone and finally spoke.
"The simulation of group cooperative learning is coming to an end. I said to the whole class: now please evaluate whether the four of us are studying well? The group is moving, some are still whispering, and some have already commented. "
"The leader of the second group said: You had a good time studying together just now!"
"The leader of the five groups said: Wu met with difficulties and everyone helped him find a way. This is very good. "
"As soon as the team leader said this, I quickly guided the situation: Yes, the collective wisdom and strength are great, and we will encounter many difficulties in our study in the future, waiting for us to find a solution with the collective strength. It seems that group cooperative learning is really important. Let's think about it, shall we? Please continue to comment. "
"The leader of the three groups said: Teacher, I also found that all four people in your group spoke. Unlike our group, Li Mei is afraid to speak. We asked her to talk, but she just didn't say anything. Wang Shuo wants to grab the school tools, but we can't persuade her. "
"I further guide: It seems that you really want Li Mei to participate in group activities and do a good job in cooperative learning. For Li Mei and Shark Wang, we should help them, just as the three of us helped Yu Na, especially the team leader should take the lead. I believe they will study hard with you. In fact, the teacher just let everyone have a look and comment on my cooperative study with three classmates, which is to let everyone realize that we must trust each other and help each other, and don't fight with each other and make noise. Say what you think and let's discuss it together. We will do this in the future group study. Can we do it? "
"yes! The sound is very loud. "
"For those unusual children, such as Wu and others, when they have a reliable learning cooperation group, their learning needs can be met in time in the group, which reduces the pressure on the class group and indirectly solves the problem of insufficient class time. Those excellent children know how to help others in learning activities and understand the truth that' a flower is not spring, and a hundred flowers bloom in spring', and their learning psychology is healthier. "
"After listening to what they said and reflecting on what they usually do, I thought about the importance of group evaluation. In fact, we have been talking about paying attention to children's developmental evaluation and whole process evaluation, and group evaluation is a very important part of it. Those children who want to speak in front of all the classmates and show themselves will look inward and improve their learning quality in the group to get a good evaluation from the group. If this is done, the teaching efficiency will be good, and teaching students in accordance with their aptitude will be well developed and reflected in large classes. "
"Group cooperative learning not only formally changed the previous classroom teaching mode which was mainly taught by teachers, but more importantly, it truly reflected the humanistic spirit and thoughts in teaching activities, put children in a brand-new and independent learning world, and gave them a unit of cooperation and exploration. Learning and evaluation are in your own hands, and autonomous learning and self-education have come to life at this moment, laying the foundation for your lifelong learning. "
Reflection and Understanding of Authors and Teachers
1. The grouping should be reasonable.
When teachers form cooperative learning groups, they should make reasonable collocation according to students' abilities and personality differences, that is, heterogeneous grouping. Because each group is heterogeneous, there is homogeneity among all groups in the class, which is the grouping principle of cooperative learning-homogeneity among groups and heterogeneity within groups. Heterogeneity within a group provides the possibility for members of the group to help each other, while homogeneity among groups lays the foundation for fair competition among groups in the class.
Practice has proved that homogeneous grouping does more harm than good, and it is easy to cultivate students' blind self-confidence or excessive inferiority, while heterogeneous grouping can let students know that everyone has strengths and weaknesses and that people's intelligence, personality and talents are diverse. Only by being kind to yourself and appreciating others can we exert the greatest team learning effect.
As for the number of cooperative groups, we suggest 4-6 people, and according to the actual teaching in large classes, 7-8 people are not bad. Generally speaking, two people pair up and four people cooperate to study, which is not very demanding on the change of learning place and easy to realize.
2. Division of labor, for cooperation
When teachers carry out group cooperative learning, they should reasonably and clearly divide their work according to the content. Cooperative learning without rules and division of labor can easily become a "free market", which is noisy and disorderly, and it is difficult for cooperation to be effective, teachers to control and activities to proceed normally. In some groups, students have only a superficial understanding of cooperation. In their impression, "working together" means "cooperation" and "group learning equals cooperative learning". Therefore, in group activities, a reasonable and clear division of labor is particularly important. Different members undertake different roles and tasks, and each member and role is indispensable and irreplaceable. Only by relying on each other and complementing each other can we promote cooperation and achieve effective cooperation with a little combination and a little combination.
When each group presents different learning achievements, mutual evaluation and mutual appreciation in different ways and from different angles in the reporting stage, it also reflects the orderly division of labor and cooperation dependence among groups.
3. Communication needs interaction
In all stages of cooperative learning, teachers should give necessary guidance and help to the phenomenon that students only "communicate" but don't "walk" or "don't move" and only have the "shape" of cooperative learning without the "spirit" of cooperative learning. The new curriculum concept holds that teaching is a kind of interpersonal communication and information interaction. Teachers control the process of group activities through active communication with students. Through active communication with teachers, students increase the probability of successful cooperative learning. In the appropriate study time and open research space left by teachers, in the process of teacher-student interaction and student-student interaction, students can learn from each other, improve together, give full play to their subjectivity and enthusiasm, and inevitably realize mutual influence and enlightenment in knowledge, skills, emotional attitudes and values. In the process of cooperative learning and cooperative research, groups will inevitably form a good research atmosphere of mutual humility, mutual learning, mutual encouragement and mutual help.
Cooperative learning can be multifaceted, multidirectional and multidimensional.
4. Teachers, a clear role
In the whole process of cooperative learning, teachers should be the "mentor", "partner" and "communication object" of students. From the previous "doing everything" to leaving a desk for students, it does not mean that teachers are idle. On the contrary, teachers should bear greater responsibility for management and regulation. Because in the process of students' cooperative learning, unexpected problems will occur at any time, and these problems must be solved in time to ensure the smooth development of activities; Because teachers have certain practical experience, they are sometimes more forward-looking than students in terms of knowledge structure, wisdom level, thinking mode and cognitive style. The more effective the teacher's leading role is, the more fully the students' main role will be played.
"Learning tutor" includes "knowledge leading" and "activity organization". The former is to assign or guide the assigned work to the group, coordinate the relationship between the groups, and maintain and promote the continuation of group research activities. The latter is to inspire and guide each group to choose a research topic or research method according to their own needs, and to guide and help each student to ask valuable questions or find solutions. Reasonable activity time arrangement, effective competitive incentive mechanism and cooperative procedure with reference value are the basis to ensure the quality of students' group cooperative learning.
"Partners", including teachers, also conduct research or participate in research as members of learning, and show the research results to students. Students will be surprised to see this, surprised by the teacher's intervention, so silent, so calm, surprised by the teacher's skills, so extraordinary. Inadvertently, teachers naturally become students' partners, and teachers and students share and exchange research results. Unconsciously, the understanding of the problem is gradually comprehensive, and the understanding of knowledge is gradually deepened. The students are surprised and surprised. How can a condescending teacher complete a research task like a student? They must be excited or excited about it. Accompanied by a special partner, the teacher, they are no longer lonely, helpless and discouraged. At this time, the teacher is not so much a partner as a force, giving them inexhaustible research motivation and accompanying them to success.
"Communication objects" include learning communication objects and emotional communication objects. Group cooperation is conducive to the cultivation of students' communicative competence and the formation and development of students' self-awareness. Group cooperation is a process of mutual teaching and learning, information exchange between students, mutual help and friendship, emotional communication and psychological communication. Research-based learning pushes group cooperation into a wide-area learning situation, which enables people to communicate in a wider space and time and makes interpersonal communication more multidimensional and interactive. The communication between students and teachers is no longer confrontation, but harmonious communication, and teachers have become an important object among students. For students, at the beginning of the research, they need guidance. They need help in their research. When they encounter obstacles or difficulties, they need to talk and encourage. When they succeed, they need affirmation and appreciation. The communication between teachers and students is not limited to the cognitive field, but has extended to the range of emotions, attitudes and skills.
5. Evaluation, pointing to the process
At the end of cooperative learning activities, teachers should take certain evaluation measures and various evaluation forms according to their own monitoring of cooperative learning and feedback from the study group, including evaluating and expressing appreciation for students' cooperative learning with language, eyes and posture, and rewarding and affirming with paper stars, red flowers and other items.
Teachers' timely and appropriate evaluation of group cooperative learning breaks through the single evaluation mode of focusing only on results in classroom teaching, showing the characteristics of multi-dimensional intersection and organic integration. Judging from the evaluation methods, there are student evaluation and teacher evaluation. After each group report, both students "judges" expressed their opinions and teachers made impromptu comments. From the evaluation content, there are process evaluation and summative evaluation, with process evaluation as the main one. In the process of affirmation, appreciation, encouragement and guidance, students naturally develop cooperative consciousness and skills, quietly gain spiritual support and emotional nourishment, thus exerting greater creative potential and desire for cooperation, which not only completes the immediate learning task well, but also has a far-reaching impact on their future study.
To sum up, many teachers in the experimental area have learned to re-understand the meaning of cooperative learning from a theoretical and rational perspective, and have learned to reflect on the current situation of cooperative learning from the internal laws of cooperative learning and find a good solution to the problem.
In the process of deepening the experiment of curriculum reform, group cooperative learning has become a new teaching method and learning method to promote students' mathematics knowledge learning and mathematics ability development, and it is an important strategy to improve the efficiency of mathematics classroom teaching. Through teachers' continuous reflection and improvement, cooperative learning will become more effective and mature, and mathematics classroom will become more lively.