First, deal with teachers' role consciousness, create a harmonious and equal atmosphere, and provide guarantee for the implementation of group cooperative learning.
1. 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.
2. Creating a harmonious and equal atmosphere can be achieved from four aspects: mutual love between teachers and students, mutual love between students, equality of personality and teaching democracy.
Love between teachers and students: Love is the basic psychological need of students, and love is the core of forming a good relationship between teachers and students. "Without love, there is no education". Teachers are the navigators and guides for students to master knowledge and develop their personality. Teachers should treat people with sincerity and educate people with affection in teaching. In cooperative learning, if mutual love between teachers and students is not realized, some students may dislike the subjects taught by teachers, and it is impossible to promote cooperative learning among all members of the group. Because of the learning task assigned by the teacher, individual students or several students may not do what the teacher asks, so other members or team leaders in the group will inevitably intervene, which may stimulate contradictions among members in the group and affect the cooperative learning of the group.
Students love each other: in cooperative learning, students love each other is particularly important. Because cooperative learning is carried out in groups and the members of the groups are heterogeneous, mutual influence is emphasized in the learning process, and * * * is equal to exploration and * * * is equal to improvement. Only when students love each other can they respect each other, help each other and promote each other, and avoid the phenomenon that gifted students are centralized, poor students are idle, and even gifted students look down on poor students and crowd them out. "A wise man loses by worrying too much, and a fool gains by worrying too much." In cooperative learning, students love and respect each other, and everyone takes others' opinions seriously, so that everyone wants to say it and dares to say it. Everyone wants to do it and dares to do it. Achieve a certain improvement for everyone on the original basis.
Personality equality: in the cooperative learning environment, all the driving factors should be personality equality, whether between teachers and students or between students. Only when the relationship between teachers and students is equal can teachers integrate into each cooperative learning group, regard themselves as a member of students, listen to students' opinions and respect their views, and students will dare to treat teachers as friends and be honest with each other. Therefore, personality equality is helpful to cultivate students' cooperative consciousness and spirit, to promote the improvement of students' learning and to implement group cooperative learning.
Teaching democracy: teaching democracy, in the process of cooperative learning teaching, is mainly embodied in "open viewpoint" and "teaching dialogue". "Being open-minded" means keeping an open attitude towards many controversial, hypothetical, inconclusive and divergent views in addition to the principled right and wrong issues. This is not only a teaching democracy, but also a scientific attitude. It can make students adapt to different viewpoints and debate environments from childhood, stimulate their desire to pursue true knowledge, and achieve the goal of "letting a hundred schools of thought contend, eliminating the rough and selecting the essence, and eliminating the false and preserving the true". "Teaching dialogue" refers to the realization of activities suitable for students' psychological characteristics in classroom teaching. It is mainly used for students to ask each other questions and express their different opinions in cooperative learning as the reason and motivation for people to talk to each other. Teachers should carry out language exchange activities at the same level and on the road that has not been determined in advance as far as possible.
Secondly, cultivating students' good cooperative learning habits is an important prerequisite for effectively implementing group cooperative learning.
Cultivating good cooperative habits is an important prerequisite for cooperative learning. The purpose of group cooperative learning is to let everyone participate in the whole process of learning, so that students can learn to cooperate with others and get the joy of success from learning.
1. To make cooperation effective, students must have time and space to explore independently before cooperation and exchange.
Cultivate students to learn to explore independently. Because only on the basis of independent exploration can students have a deeper understanding and views on the issue of cooperation, and in the process of cooperation, they can constantly communicate with their peers and compare their own ideas. In the last example "The Nature of Axisymmetric Graphics", the teacher asked the students to fold, compare and think first, and then communicate in groups. In fact, it is to let students observe and think independently first, so that they can have a preliminary perception and independent opinion on the nature of these graphics, and then express their opinions when communicating.
2. Learn to communicate and listen.
In cooperation, the biggest problem among students is that they cannot accommodate other people's opinions. Therefore, teachers should participate in group learning and guide students to learn to listen, think and speak in cooperation: listening means listening carefully to each student's speech; Second, listening refers to listening to the main points of others' speeches and cultivating the ability to collect information; A thought refers to thinking after listening and putting forward your own views; A lecture means clearly expressing your views and opinions to the group members. 3. Learn to reflect and adjust.
Reflection and adjustment after cooperation is an internalization and sublimation of students' thinking after collision in cooperation. Every student has his own cognitive structure, which leads to different information obtained by students in their study. Cooperative learning is to make use of this difference and form a solution through negotiation, exchange and discussion between teachers and students. While comparing and analyzing the achievements and opinions of other students, each individual should realize the limitations of his/her own (or the other's) ideas and the rationality of the other's (or his/her own) ideas, and test the accuracy and effectiveness of his/her learning achievements.