Group cooperative learning is an effective learning method put forward in the new curriculum reform, which has achieved good results and gradually entered various teaching practice activities. Cooperative learning is an effective supplement to imitation memory, and the effectiveness of teaching can be greatly improved through hands-on practice, independent inquiry and cooperative communication. At present, there are many problems in cooperative learning of mathematics in rural junior middle schools, such as unreasonable grouping and lack of teachers' roles, which make the role of cooperative learning insufficient. Teachers need to constantly improve their own abilities, effectively use group cooperative learning, and learn mathematics knowledge more flexibly and deeply.
First, scientific and reasonable grouping.
Unreasonable grouping has a very important negative impact on the effectiveness of group cooperative learning. Teachers should take grouping seriously, not according to seats or grades, but also consider students' gender, personality, learning attitude, grades, learning ability, etc., and make reasonable grouping after a period of observation. The number of students in the group should be 2-4, and there should be an appropriate proportion of excellent students, intermediate students and students with learning difficulties in the group, among which the excellent students and students with learning difficulties should at least reach 1. The ability characteristics, mathematical level and gender of team members should be balanced, and the cognitive ability and foundation of team members should be kept in great consistency. Group members should be responsible for a job, divide their work according to the needs of cooperation and the specialties of members, set up supervisors to correct other members' mistakes in explaining or summarizing in cooperative learning, set up liaison officers to contact and coordinate the relationship between the group and teachers and other groups, set up recorders to record the speeches of group members, and set up spokespersons to make concluding remarks and perform their duties, so as to maintain a good cooperative learning atmosphere and let students help each other, complement each other and develop together. In the teaching activities, according to the performance of students in different grades, corresponding scores are given and recorded in the total score of the group, and corresponding rewards are set to improve the learning enthusiasm of students with learning difficulties in the group and make positive contributions to the group.
Second, give full play to the guiding and regulating role of teachers.
1. Prepare lessons carefully and provide appropriate questions for cooperative learning. Teachers should carefully prepare lessons according to the content of teaching materials and students' learning level and experience, design practical learning goals and problems that students can accomplish through hard work, and provide students with learning goals, learning methods, learning priorities and difficulties.
Design appropriate questions, complete cooperative learning step by step around each question, guide students to find and solve problems, and make each question give full play to the role of inflection point and combination point of learning. The quality of teachers' design problems is directly related to the success or failure of cooperative learning and the degree of students' knowledge learning.
2. Teachers should seize the opportunity of group cooperative learning. Group cooperative learning can not only be used for pre-class presupposition, but also be carried out temporarily according to the actual situation of teaching process. Therefore, teachers need to carry out group cooperative learning in time according to the actual teaching content and students' learning situation in the teaching process. Generally speaking, when it comes to group cooperative learning, there are three situations. First of all, when the learning task is heavy and requires the joint efforts of team members to complete it faster and better, such as the internal angles of triangles and this lesson, it is necessary to involve the internal angles of triangles of various shapes. After exploring the internal angles of these triangles with different shapes, we make a summary, thus extracting the conclusion that the internal angles of triangles are all 180 degrees. At this time, through group exploration and complementary assistance, we can finish our study faster, which not only saves time, but also enables us to. Secondly, when students encounter problems that individuals cannot solve. For example, in the course of "The Nature and Judgment of Rectangle", students can conduct a simple experiment in groups, which can enhance their impression of this teaching content. Put two rubber bands on two opposite vertices, and then pull a pair of non-adjacent vertices to change the status quo of parallelogram. In the process of pulling, let students observe the change of diagonal length, the internal angle when it becomes a rectangle, the relationship between the two diagonal lengths when it becomes a rectangle and so on. Through the communication and cooperation between groups, through observation and recording, cooperative learning and brainstorming, we can master the nature and judgment of rectangles faster. Students can finish their studies more effectively in a short time through assistance, and they can also improve their sense of cooperation in learning. Finally, cooperative learning can also guide and cultivate students' ability to think from multiple angles, and optimize problem-solving methods for different knowledge points or open problems.
3. Cooperative learning should do a good job in the exchange and display of learning results. After the cooperative learning time, teachers need to evaluate the results of group cooperative learning, and the group selects representatives to make concluding remarks, explaining the completion of learning objectives and the problems encountered in the learning process. For example, in the course of "Solving a Quadratic Equation of One Yuan", there are four solutions in the teaching content, so that students can complete them in groups. For example, ax2+bx+c=0(a≠0) is a quadratic equation. After the basic explanation, students may solve the problem by formula method, collocation method or factorization method, so the solution process will be different, and some groups may not be able to solve it by direct square root rule. After the cooperative learning is completed, select the group representatives to speak, explain the solutions and show the answers. Other groups can evaluate, supplement and ask questions according to these different answers, and master the four solutions and their applicability more skillfully.