1, form a reasonable cooperative learning group
Group cooperative learning is a teaching activity in which students exchange ideas and learn from each other in discussion. In the current classroom teaching, the most common form of cooperative learning group is naturally divided into four-person groups according to the front and back seats, and the arrangement of seats is often composed of boys and girls according to the order of students' height. Although such grouping makes the development of group cooperative learning easy, the personnel collocation is unreasonable, which is not conducive to the optimal combination, complementary advantages and mutual promotion of students with different characteristics and levels. When arranging seats, the class teacher should comprehensively consider, according to the students' knowledge base, make one top student, two middle students and one student with learning difficulties among the four students, and take into account the differences between men and women in gender, learning ability and personality characteristics. I don't think teachers should stick to the cooperative study of four people before and after the usual seats, but also make flexible adjustments according to the staged performance of the learning content (for example, some students are excellent in geometry, poor in calculation, strong in practical ability and poor in logical thinking). This can not only improve their interest in cooperative learning, but also change the long-term status of students in the group, provide each student with opportunities for development, and lay the foundation for fair competition among groups in the class.
2. The division of responsibilities in cooperative learning should be clear.
In the early stage of practice, before I study in a group, I always ask "everyone in the group says that the representative in the group will speak later". However, in class communication, many groups have no representatives to communicate or only the group leader raises his hand. Why is this happening? After thinking and research, it is found that students are not clear about the division of labor in the group.
Therefore, to make group cooperative learning effective, it is very important to have a clear division of labor and clear responsibilities among group members. Generally speaking, there should be four roles in a group: leader, recorder, reporter and evaluator. The roles in the group rotate regularly. With a clear role, it is not easy for a few people to arrange cooperative learning in groups. Sometimes I will set different roles according to the needs of different activities, and ask the group members to actively take personal responsibility, but also to support each other and cooperate closely, give full play to team spirit and effectively complete the group learning task.
For example, in the teaching clip of Interesting Tangram:
Teacher: First, communicate in groups (students go back to find information in advance or check online) about the origin of puzzles, then make puzzles with different characteristics and improve them collectively, paint them in different colors, cut them out, and think about the mathematical knowledge contained in the puzzles during the making process. Then through group communication, choose a classmate to go to the podium and express his feelings on behalf of the group. Next, we will exchange the experience evaluation of doing puzzles in the group. How to exchange comments? Let's take a look at the method together!
1, round: students in the group introduce their own designs and experiences in turn.
2. Say: It's your turn to introduce your activity plan to other students in the group and pay attention to the reasons for cleaning up.
3. Listen: When one classmate introduces, other classmates should listen carefully.
4. Evaluation: The evaluation team should evaluate the design of each student in the team, and please send representatives to report the evaluation results after the evaluation.
Teacher: From now on, the activity segments of 1 group are as follows:
Team leader: Let's comment on X's design scheme.
Health 1: I think his design scheme ...
Health 2: I think his design scheme. ...
……
After the enthusiasm of the students in this class was mobilized, they fully demonstrated the power of group cooperation. They spelled out beautiful patterns such as houses and various small animals. In the case, when I assigned the task of students' group cooperative learning, I asked for a very clear division of labor, so that every student could know his own tasks and responsibilities, so that every student could listen carefully, speak actively and evaluate objectively on the basis of independent thinking, making this group cooperative learning an effective learning. We can also find that a clear division of labor within the group can promote students' good cooperative learning habits.
3. Choose the best cooperation opportunities.
Through exploration and practice and the arrangement of students' questionnaires, mathematics teaching is mainly divided into the following categories: cooperative learning and complementary advantages.
1. Modify the answer. There are few knowledge points involved, and the questions are easy. The team leader coordinates to help correct the answers.
2. Students encounter difficulties in personal exploration. There are some challenging problems. Finding regular topics and using group cooperative learning to encourage students to discuss when there are obstacles in independent thinking can cultivate students' problem-solving ability more effectively.
3. Answer an open question with multiple answers. The strategy to solve the "open" problem is not unique, and the answer is not unique. After all, a person's thinking ability is limited, and it is difficult to think from multiple angles. We need to work together to present various strategies and conclusions. According to the application of real number and Pythagorean theorem, there is a problem that a truck passes through a tunnel. Some students got the answer by first meeting the width of the tunnel and then comparing the height of the truck with the height of the tunnel. Some students first meet the height of the tunnel, and then compare the width of the truck with the width of the tunnel. Both methods can get correct answers, and cultivate students' inquiry spirit through communication.
4. When exploring new knowledge, personal hands-on operation cannot be completed. Some math hands-on tasks are complicated, and if students are arranged to complete the tasks independently, the classroom teaching time is obviously insufficient. For example, when learning birthdays with the same probability, the workload of data collection and collation is very large. This is to arrange the investigation within the group, and then summarize, summarize and count, which is also done quickly to improve efficiency.
5. Due to the adjustment of class hours, the class time is reduced and the independent time is increased. Some students with learning difficulties can't finish their homework in class. The group leader supervised them to finish their homework independently and gave them appropriate help, which showed the superiority of cooperation.
6. Experimental courses help students study in groups. In the study of similar graphics, we specially designed an activity class-similar graphics and nature, so that students can go back to nature to collect similar plant leaves and bring them to class to communicate with their classmates. In group activities, I asked them to measure the diameter (the longest distance between two points on a leaf) and circumference of similar leaves. And discuss with students how to measure the circumference, and put forward the following research steps:
(1) Measure the diameters of two similar blades and calculate the similarity ratio k;
(2) measure the perimeter of two similar blades and calculate the perimeter ratio k;
(3) What is the relationship between perimeter ratio and similarity ratio within the allowable error range? In this class, I found that students are very interested in the research problems, and group cooperative learning is easy to carry out.
4. Cultivate good cooperative learning habits.
Good cooperative learning habits are the guarantee for the success of group cooperative learning. In class, we often see such a scene: the teacher announces the discussion and the classroom immediately becomes lively. A closer look shows that there is no cooperation in cooperative learning, or some groups have evolved into "concentrated learning" for individual students. A few students often say nothing, waiting for the group leader Kan Kan to speak, and everyone hastily ended the so-called "cooperative learning" in excitement; Or, go to the other extreme, you say, I say, everyone is scrambling to say, no one listens to anyone, just express their opinions, and the whole group cooperation ends hastily.
So, how to cultivate good cooperative learning habits?
First of all, we should cultivate the habit of independent thinking. Teachers should give students enough time to think independently before cooperative learning; In the process of cooperative learning, students are provided with sufficient cooperative learning time, so that students can learn in groups on the basis of full operation, inquiry, discussion and communication, so that each student has the opportunity to speak and the time to supplement, correct and debate each other, so that the wisdom, emotion, attitude and ability of students at different levels can be brought into play and improved. In particular, some students usually have a poor foundation and are often in a weak position in daily cooperative learning. What they think is always incomplete or even wrong and is not accepted by other team members. The opinions of other team members are more representative and valued by everyone, which leads to the lazy concept that it is better to say than to listen. At this rate, they will be lazy and unable to think.
Secondly, we should cultivate the habit of actively participating, speaking enthusiastically and listening carefully to others. In teaching, we should try our best to create an equal and free learning atmosphere for group cooperative learning, and respect, protect and encourage every student to actively participate in activities. At the same time, teachers should also participate in group cooperative learning, encourage, guide and help group learning in time, and promote students to form good cooperative habits such as active participation, active speech and careful listening in group cooperative learning.
Finally, it is necessary to cultivate students' ability and habit of distinguishing, evaluating and summarizing others' speeches. Cultivating students' ability and habit of distinguishing and evaluating others' speeches is an important part of learning from others; By taking turns as a reporter, we can provide timely guidance and help when problems are found, and cultivate the ability of induction and summary.
5. Use appropriate group cooperation evaluation.
Teacher evaluation plays a very important role in encouraging students to participate in activities and improving the quality of cooperative learning. Under normal circumstances, after group cooperative learning, it is often necessary to report and communicate with the whole class in groups. But many times, teachers' evaluation of group cooperative learning often stays on the evaluation of individual exchange students, while ignoring the collective evaluation of the group. Teachers seldom evaluate students' learning attitude, learning habits, participation and practical ability, especially those students who are introverted and seldom talk. This unfair and incomplete evaluation can easily dampen students' enthusiasm and initiative in cooperative learning.
Therefore, I think teachers' evaluation must be stimulating, targeted, instructive and comprehensive. We should attach importance to the combination of individual evaluation and group collective evaluation, pay more attention to the evaluation of students' cooperative attitude, methods and participation in the learning process, pay more attention to students' listening, communication and cooperation, and give full affirmation and vivid and interesting rewards to outstanding groups and individuals in time. In teaching, I carry out group evaluation every day (accumulate by hanging a small red flag), summarize and evaluate the best group every week, and encourage all members to take the initiative to take responsibility, so that there will be interaction, mutual help, mutual encouragement and progress in the group, strengthen students' sense of cooperation and improve their comprehensive quality in an all-round way.
In short, cooperation is an important driving force for the survival and development of human society. Learning to live together and cultivating the spirit of participation and cooperation in human activities is an indispensable and important part of education. Cooperative learning is an autonomous, exploratory and cooperative learning mode advocated by the new round of curriculum reform, which effectively promotes students' active and personalized learning under the guidance of teachers. Give full play to students' dominant position, effectively promote the development of students' knowledge and ability, really give full play to the effectiveness of group cooperative learning, and further improve the effectiveness of mathematics teaching.