Organization and Guidance Strategy of Group Cooperative Learning in Primary School Mathematics In primary school mathematics classroom teaching, group cooperative learning is an important learning method, one of the important symbols of classroom reform, and also a difficult problem that all teachers pay attention to, because the new curriculum reform has been nearly ten years, so far no successful example of group cooperative learning has been found. We believe that although the main body of group cooperative learning is students, it is inseparable from the leading role of teachers. With the new concept of curriculum reform gradually accepted by the majority of curriculum reform teachers, every teacher knows that "group cooperative learning" is one of the important means to embody the concept of curriculum reform, but there are also many formalized things in the implementation process. Careful analysis of the reasons is that there are problems in the organization, guidance and participation of teachers. In recent years, we have done a lot of research and empirical operations, and gradually explored the following strategies for group cooperative learning, hoping to inspire you. 1. Grouping strategy Because primary school students are young and curious, there are many differences between students in ability tendency and personality characteristics, so the following aspects should be considered when forming cooperative learning in cooperative groups: (1) Make appropriate grouping strategies according to the characteristics of learning content. When learning the calculation content, the analysis and verification of the calculation results, the expression of arithmetic and other related contents should be divided into two groups; In geometry knowledge, formula derivation, graph segmentation and assembly, and rule summary of calculation rules are all studied, which is suitable for four-person group cooperation; The data collection and classification of geometric knowledge in statistical knowledge learning is suitable for 6-person group cooperative learning. (2) Qualitative grouping strategy for different group members. No matter how many people there are in the group, we should keep the flexible formation of the group according to the principle of heterogeneity within the group and homogeneity among the groups. According to gender, age, temperament, hobbies, family background, learning content, learning level and other factors. We should follow the principle of complementary abilities and let students argue and influence each other in cooperation. In this way, students can complement each other in group activities, expand information from multiple angles and levels, enrich their thinking, and thus better mobilize students' enthusiasm. (3) Division strategy of team members. In group activities, there must be a clear division of labor and the target requirements after the division of labor. There should be a team leader in the team, who is responsible for the work distribution of team members and coordinating and directing the activities of the team. The team leader can be democratically elected or take turns. Team members also have their own work and corresponding responsibility objectives. At the end of the activity, there is also a link to summarize and evaluate the group activities. This link does not need special time, and it is carried out organically with group activities. However, the status of students in group cooperation is not static. In order to make up for the different differences among students, role rotation can be carried out regularly or pertinently, so that each member has the opportunity to show himself. 2. Group Activity Strategies Teachers should design different activities according to different mathematics learning contents. We explored the following activity strategies: (1) Group activity strategy of collecting and sorting out mathematical knowledge such as information. Learning knowledge closely related to people's daily life, such as understanding, interest, common quantitative relations, statistics, etc. Teachers can arrange to collect relevant information before class and conduct independent inquiry. Such as collecting their uses and related stories. In the class, the communication and arrangement in the group can be roughly divided into four steps: 1. In the group, everyone exchanges income: one person exchanges, and others think about the income gap between me and him on the basis of listening. When it's my turn to say, just say "difference" 2. After personal communication, we should sort out the income of our group: first study the different points to get the knowledge of the group, and then add up the knowledge to get the conclusion of the group. 3. Speech training in the group: the group chooses one person as the information publisher, and everyone helps with speech training, mainly publishing the group's conclusions and the formation process of the conclusions. ④ Conduct rehearsal communication. (2) Group activity strategy of practicing operational mathematics knowledge. Knowledge of centimeters, meters, grams and kilograms, space and graphics. It should be mastered through hands-on operation and the path from sensibility to rationality. Steps of group cooperative learning: 1, reasonable division of labor, so that everyone has something to do. Everyone is responsible for the operation. If it is measurement, a reasonable division of labor should be carried out in the use of tools, readings, records and other items; If the output is small, a reasonable division of labor should be carried out in providing materials, assembly and processing. 2. The teacher puts forward a clear intention to explore, so that students can perceive the data obtained by the group and observe the works obtained by the research. 3. Communicate proud discoveries or works in groups to prepare for class communication. 4. Conduct communication rehearsal. (3) Group activity strategy to explore mathematical knowledge of regular types. It is necessary to carry out logical reasoning or let students learn knowledge such as calculation rules, formulas, theorems and quantitative relations. The steps of "group cooperative learning" are: 1 Teachers design reasonable learning scenes to guide students to explore or design solutions independently. For example, when learning the surface area of a cylinder, we can design a teaching scene of "side packaging a can with the smallest packaging material". 2. Communicate your own design scheme in the group, and the group chooses the best scheme. It is to let each member of the group talk about his own plan and choose the excellent plan in the group through comparison. 3. The team will use the best solution to solve the problem. 4. Conduct communication rehearsal. Third, teachers' organizational guidance strategies in group activities We find that the success or failure of group activities in mathematics classroom depends on the following three factors: First, it depends on teachers' grasp of what they have learned; Second, teachers' understanding of students' current level; The third is the design of teachers' teaching activities. In view of these three factors, we think that teachers' organizational guidance strategies can be decomposed into teachers' pre-class preparation strategies and teachers' classroom teaching strategies. Finally, we discussed the following three related models: (1) Teachers' lesson preparation strategies-the "three preparations" model is: First, the realistic expression of learning knowledge and mathematical system. Specifically, the realistic expression of knowledge refers to the hidden real life of learned knowledge, and the mathematical system refers to the content and related structure of learned knowledge (including problems); Second, prepare students specifically, what is the knowledge base and life experience of students, what is the gap with new knowledge, and what preparations students need to make to learn new knowledge by themselves; Three preparations are instructional design. Specifically, what kind of activities are designed to enable students to refine mathematical problems and input mathematical solutions with their own life experience through the study of real problems, with the aim of storing basic mathematical experience, designing what kind of activities and tasks to train mathematical thinking methods and designing what kind of problems to complete double-base tasks. The relationship between "three preparations" is that "one preparation and two preparations" are the basis of "three preparations". Without "one preparation and two preparations" as the basis, teachers' homework before class will increase students' extracurricular burden and cause students' weariness of learning. This kind of homework is invalid, which will not arouse the desire of cooperation in class group activities and produce the effect of enjoying resources. (2) Teachers' classroom teaching strategy-a teaching model based on pre-class homework and group cooperative learning. With the teacher's "three preparations" as the premise, group cooperative learning in that class becomes inevitable. The specific procedures of the teaching mode supported by "three preparations" are: group cooperative learning (checking homework, showing homework, forming the same homework, designing communication methods, and rehearsing communication)-feedback learning (group communication, supplementing other groups, asking questions, teachers summing up in time, and teaching students in accordance with their aptitude)-consolidating teachers' organizational understanding (project group training, rehearsal communication) (c) supporting groups. Our research found that the classroom teaching of group cooperative learning, which is based on homework before class and takes group cooperative learning as the main body, has a great relationship with the role orientation of four kinds of people. One of the four people's responsibilities is not in place, which will affect the quality of cooperative learning. To this end, we explored the mode of "four kinds of people's activities". Specifically, the first kind of "people" is the main communicator in the group. He is responsible for expressing the knowledge of the group clearly in the form of performance. The second kind of "people" are other students in the group. Assist, supplement and correct the speech of the main communicator. The third kind of "people" are members of other groups. They should listen carefully and think while listening. What is the speaker's point of view, and what are the similarities and differences with his own group's point of view? On the other hand, he questioned the spokesman's point of view and whether he really understood it. Do you understand the point of view of our group? Wait a minute. The fourth kind of person is a teacher. Teachers play a guiding role in the speaker. By observing students' performance, we can grasp the development direction of the classroom so as to learn and teach. And organize students to consolidate and summarize their knowledge in time. In the process of implementing the role positioning strategy, we should pay attention to: 1. Teachers use group representatives as teachers to explain the knowledge in traditional teaching methods. This is because students' knowledge analysis is fragmented. Teachers must inspire other students to ask questions in order to arouse students' deep thinking. With the help of students' immature answers, teachers should deepen and expand their knowledge in time. 2. After group communication, the teacher doesn't have to choose a representative to speak. Generally speaking, if one representative can solve the problem, don't ask another representative to speak. When one group of representatives can't finish the task, find another group of representatives. 3. The number of group activities in a class should not exceed two times, and each time should not be too long, 10 minutes. Due to the constraints of short research time, weak strength, narrow vision and other factors, although our research has achieved some practical results and achievements, there are still many shortcomings and problems that need further study and discussion. Specifically, it is mainly manifested in the following aspects: First, the level of theoretical research is still shallow. After several years of research and exploration, at present, only the basic theoretical framework of the organization and guidance of cooperative learning in primary mathematics groups has been established, and its basic theory needs further systematic research, and many viewpoints need to be further straightened out, refined and improved. Second, the research structure of the organization and guidance strategy of cooperative learning in primary mathematics groups is unbalanced. In addition to exploring some practical and creative modes in teaching methods, others, such as grouping students and dealing with student relations in group cooperation, have few steps and few achievements. Third, the overall quality of teachers is low. A considerable number of primary school teachers, both in theoretical quality and practical skills, are far from meeting the needs of organizing and guiding the cooperative learning of primary school mathematics groups, especially some old teachers can't keep up with their ideas, which leads to the slow progress of the research on organizational guidance. Fourth, the evaluation criteria are vague. At present, the evaluation of the organization and guidance of primary school mathematics group cooperative learning is at the level of intuitive evaluation, and there is no localized, scientific and practical research scale, which makes some data statistics inaccurate.