First, the status quo of cooperative learning
1. Cooperative learning and group discussion. In group discussion, students have no time to study independently, and spend more time on discussion, but with little effect. The whole class seems to be very lively, but in fact it's a mess.
There is no real cooperation between students. In class, we often find that there are always several students who cooperate with the teacher and the rest of the students act as spectators. The reason is not that they don't want to talk, but that some of our students have some psychological scruples. They don't want to cooperate with others, let alone cooperate with others. I can't feel the happiness of helping others and the gratitude of being helped by others in my study.
3. The role of teachers. In teaching, the teacher is not only a mentor, but also a collaborator. Cooperative learning is not only the cooperation between students, but also the cooperation between teachers and students. However, in specific teaching, we often see that when students discuss problems, the teacher often just walks among the students or asks if you have finished the discussion. In collective feedback, teachers often only seek answers to questions, not the process of solving them; Only satisfied with the solution of the scheduled problem, not encouraging new problems; Praise only the spokesmen of the group and ignore the crystallization of collective wisdom.
Second, effective ways of cooperative learning
1, we should deeply understand the significance of group cooperative learning.
Group cooperative learning, as its name implies, is a kind of "cooperative" learning with "group" as the unit. Whether we can give full play to the role of "group" and make full use of "cooperation" means are two key issues to reflect whether group cooperative learning is really effective. More importantly, the research of group cooperative learning is not only to popularize and apply a means and method of teaching research, but also to cultivate students' full cooperative spirit and ability.
2, to learn scientific grouping, reasonable division of labor.
Scientific grouping and reasonable division of labor are the prerequisites for the smooth development of group cooperative learning and the function of group learning. Students should be comprehensively evaluated according to their intelligence level, cognitive basis, learning ability and psychological quality, and then grouped according to the principle of "heterogeneity within groups and homogeneity between groups", with 4-6 people in each group. This will not only ensure complementary advantages, but also be conducive to fair competition. Teachers should also reasonably divide their work according to different learning contents, students' specialties and personality differences, or cooperative team members can negotiate democratically and divide their work by themselves, give full play to the role and advantages of team members, and ensure the smooth development of cooperative learning activities. While carrying out a reasonable division of labor, we should also choose a good team leader. The group leader is the organizer of a group cooperative learning activity and the teacher's little assistant. Choosing a good composition is directly related to the efficiency and success of learning activities. We can choose the team leader by self-recommendation and voting within the group, and announce the responsibilities and related requirements to the team leader. In the whole class communication, group members take turns to speak, which eliminates the authority of top students, embodies the equality of status and opportunity, and cultivates students' awareness of equal participation. In addition, considering that students' intentional attention time is limited, if they use the same form for too long, they will lose their freshness and reduce their interest in learning. Therefore, the cooperation group should be adjusted at least once every semester, so that students can have a broader communication space.
3. Teachers' role consciousness should be handled well, and the cooperation process should be standardized in time.
In cooperative learning, the change of students' learning style is first realized through the change of teachers' roles. The main behaviors of teachers in cooperative communication are listening, communicating, cooperating and sharing. Teachers should be the guides and promoters of students' learning, and sometimes they are learning partners. Therefore, teachers play three roles in cooperative learning at the same time: authority, consultant and companion. Teachers should use appropriate language to guide and evaluate students' communication strategies according to the specific conditions of classes and groups, and fully demonstrate the formation process and solution process of various problems. At the same time, teachers should also pay attention to the participation of each student, give timely guidance and adjustment, and promote an efficient interactive process.
4. Design appropriate problem situations and teaching programs to enhance the effect of group cooperative learning.
Whether the problem situation and teaching plan design are reasonable will directly affect the effect of group cooperative learning. The most important thing about problem design is that it is challenging, exploratory, open and operable. Designing the teaching content to be experimental and exploratory is helpful for students to study in groups. However, many teaching contents and problems are not directly suitable for students to carry out group cooperative learning, and teachers need to screen and redesign them.
(A) the problem situation design
Question 1: What are the external angles of a regular triangle, a square and a regular pentagon?
Question 2: Is the larger number minus the smaller number necessarily a positive number in rational numbers? Is it necessary to subtract a larger number from a smaller number as a negative number? Why?
Question 3: What is the sum of the outer angles of a regular N-polygon? Why?
The question 1 is not exploratory and challenging, and students can solve it quickly as long as they think independently. In the third question, because the question is exploratory and arduous, it is impossible for students to reach such a height at once and it is difficult for them to enter the cooperative role. So not every problem is suitable for group cooperative learning, and some problems can be changed. Redesign it as an exploratory question to help students learn in groups. For example, the above questions 1 and 3 can be combined into an exploratory question with a certain sense of hierarchy and operability. The questions in the second question are exploratory and operable, which is convenient for students to carry out research and quickly enter the cooperative role. They think independently, communicate with each other and get answers quickly, but when they answer why, their thinking encounters obstacles. At this time, teachers need to give some guidance, such as reminding them whether they can use the subtraction law and addition law of rational numbers to explore.
It can be seen that the design of problem situations should be hierarchical, exploratory, open and operable, which is feasible for group cooperative learning.
5. Be good at grasping the opportunity of cooperation so that students can cooperate actively and effectively.
Students are the masters of learning. Teachers should choose the best opportunity to organize students to carry out cooperative learning actively, orderly and effectively according to the needs of students' actual teaching content.
(1), key and difficult cooperative learning.
The focus and difficulty of teaching are often the difficulties that students understand and master. Strengthening the cooperation between these places will help to achieve the teaching objectives.
For example, in the section "Square Difference Formula", the derivation process of square difference is the focus of all students' study, and how to summarize the formula is the difficulty of teaching. In teaching, teachers first show four calculation problems:
(1) (1+2x) (1-2x) (2) (2a+3) (2a-3)
(2) (100+1) (100-1) (4) (x-6) (x+6)
The teacher asked the students to find the answer first, and then inspired: Let's find it ourselves. What are the laws of these four questions? After a few minutes, students will be organized to cooperate and communicate, and teachers will go deep into each group to strengthen guidance according to different situations. Then the spokesmen of each group center communicate with the whole class on behalf of the group, and finally derive the square difference formula. Here, the teacher asked the students to think independently first, then cooperate and explore when the market is mature, and then communicate with each other, giving full play to the effectiveness of independent exploration and cooperation and exchange.
(2) Cooperative learning in confusion and confusion.
In the teaching process, when students' thinking is in a state of confusion and confusion, organizing students to communicate and debate with each other is helpful to clarify concepts and deepen understanding.
For example, in the section of polynomial divided by monomial, the teacher asked: What should it be (AD+BD) ÷ddo? Can you solve it with what you have learned and how to transform it? Guide students to think, then discuss, then each group comes up with the discussion results, and then communicate and debate among groups ... Students "learn from others" and "self-check" in fierce language communication, which has gone through the process from vagueness to clarity, spiral gradual progress, differentiation and integration, and finally forms an accurate and clear construction.
(3) Deepen and expand cooperative learning in the field.
Deepening and expanding is one of the growing points of re-creation, which is often open and comprehensive. At this time, cooperation helps to expand students' thinking, stimulate students' inspiration and form a unique understanding.
For example, in the "Square Difference Formula" section, after the students found the square difference formula, the teacher organized the students to work in groups and write their own application problems with the square difference formula to see which group compiled quickly, more and better. During the discussion, the teacher found that students were very active and made up many distinctive topics, but their thinking angles were basically the same, so he reminded students to make up topics from multiple angles, so that students could pay attention to fluency, flexibility and originality in the process of divergent thinking.
(4) Cultivate students' good cooperative learning habits.
(A) to cultivate students' habit of thinking seriously and speaking actively. The purpose of group cooperative learning is to let everyone participate in the whole process of learning, so that students can learn lively and everyone can try the joy of success. Therefore, teachers should cultivate students' habits of thinking actively, thinking seriously and speaking enthusiastically, so that students can really participate in classroom teaching, actively explore the formation process of new knowledge and express their exploration process in language.
(2) Cultivate students' habit of listening to others' opinions with an open mind. In the process of listening to lectures and teaching practice, it often happens that one student does not listen carefully, but only cares about his own affairs and does his own things, thus failing to achieve the goal of cooperative learning. Therefore, in communication, teachers should pay attention to cultivating students' habit of listening to others' opinions carefully. The following measures can be taken: first, let students briefly record the main points of others' speeches; The second is moral education.
(3) Cultivate students' habit of active practice and hands-on operation. Mathematics comes from reality, and learning mathematics knowledge is also inseparable from practical operation. In group cooperative learning, we should pay attention to cultivating students' good practice habits. First, cultivate students' habit of being good at doing things. A lot of mathematical knowledge is understood and mastered through hands-on practice such as dividing points, posing, spelling, drawing and disassembling.
Third, cooperative learning should pay attention to the problems
1, group cooperative learning needs sufficient reasons.
We often see such a phenomenon: although some classes adopt the organizational form of group learning, the questions discussed are not ideological, enlightening and exploratory, and students can answer them without thinking; Although some questions are thoughtful, the teacher announced the end of the discussion as soon as the students turned around and did not enter the discussion state. In some groups, the division of labor is not clear. At the beginning of the discussion, the students seemed to be in a hurry, or the top students in the group were more concentrated, and other students were more obedient; Or rush in. . . . . . It makes group discussion a kind of "ornament" in classroom teaching, and makes group cooperative learning simple and vulgar. The main reason is that teachers are not prepared enough to adopt group learning strategies, which is very random and blind. Organizing group cooperative learning is not a simple matter, it requires teachers to do a lot of preparatory work before class, including in-depth and detailed analysis of students' learning characteristics, teaching objectives, teaching environment and resources, and combined with problem situations, autonomous learning and cooperative learning.
Make a systematic design for the evaluation of environment and learning effect. Only in this way can group learning really play its role.
2. Group cooperative learning should enable more people to express themselves and experience success.
There are differences among students in classroom teaching. Therefore, when students carry out cooperative learning in groups, teachers should go deep into students, patrol in groups, pay attention to students with learning difficulties and reticence, and let them actively express themselves in cooperative learning with the help and encouragement of teachers and peers, so as to gain a successful experience.
3. Group cooperative learning is not only the change of seat style.
As long as many teachers mention group cooperative learning, the first thing that comes to mind is the change of seat style. If you ask why you want to change your sitting posture, you can't give a good reason. Because of this, we often see that in some classes, there is only the form of group cooperation, so that several people sit together in a group. In fact, there is no real cooperation, neither taking care of the individual differences of students nor paying attention to the equal opportunity for each member to participate in group learning. In order to avoid the learning situation that some students have to "watch" and "watch" because they don't have enough opportunities to participate in learning activities, we should appropriately adopt group cooperation.
4. Group cooperative learning is inseparable from the organization and guidance of teachers.
In order to make group cooperative learning play a real role, we must give full play to the leading role of teachers and make good preparations before class. Can be prepared from the following aspects:
(1) Why do we need group cooperative learning in this link? No, is that okay?
(2) If yes, when? How to ask questions? How long will it take? What might happen? How should teachers guide and guide?
(3) How to combine the three specific teaching forms of class teaching, group teaching and individual self-study to realize complementary advantages?
(4) What contents are suitable for class collective teaching, group cooperative learning and individual self-study? If this is done before class, the efficiency of group learning will be greatly improved.
5. The ways and habits of cooperation need to be cultivated for a long time.
(1) Let students learn to listen, and handle the relationship between enthusiastic speaking and open-minded listening.
(2) Let students learn to think and handle the relationship between independent thinking and cooperative communication.
(3) Let everyone actively participate, paying special attention to students who keep silent in group study.
6. Integrate into the competition mechanism and optimize cooperative learning.
Competition can only be improved. According to the characteristics of students' competitive psychology, the introduction of competitive mechanism in cooperative learning can correct, improve and deepen the effect of cooperative learning, and make cooperative learning more effective and efficient.
After a period of teaching practice, we realize that cooperative learning is an effective learning form. To carry out cooperative learning, as long as we follow the teaching principles, grasp the opportunity and control the process well, we will certainly strengthen students' subjective consciousness and make them active participants in teaching activities, which is conducive to the development of students, the harmony between teachers and students and the excellent completion of teaching tasks.