First, optimize the teaching content and reasonably excavate the teaching materials.
. At the same time, teachers should dare to "break through" the shackles of existing textbooks, adapt textbooks according to students' reality, and optimize learning materials. For example, an example in primary school mathematics: "Xiao Ming reads a book with 100 pages. He reads 15 pages every day. How many pages are left after reading for 6 days? " When I was teaching, I changed the question to: "Have you finished reading it after 6 days?" This has become an open question. Students can think from many angles when answering. This change expands the space for students to explore independently, develops students' thinking, and puts the cultivation of students' creative thinking into practice.
Second, close to student life and create interesting situations
"Therefore, teachers should be close to the reality of students' lives, actively create natural and vivid situations, increase interest and light up the math classroom. For example, in the teaching of "direction and position", I set the classroom on the playground and let the students point out different directions in groups and play games to identify the direction. Prior to this, some students had a poor sense of direction, but in group study, they inspired and helped each other and quickly mastered this knowledge point. It can be seen that using the nature of primary school students' love of games to innovate learning methods not only makes students happy and effective, but also exercises their cooperative inquiry ability.
Third, use group cooperation to organize effective inquiry.
The first is to organize effective inquiry activities.
1, flexible use of inquiry form.
The forms of inquiry usually include students' independent inquiry, students' temporary voluntary combination inquiry, group cooperation inquiry and large class collective inquiry. In the classroom, according to different inquiry needs, we can adopt one way or cross several ways to make inquiry activities more thorough and sufficient.
2. Guide students to explore.
Teachers' participation is a great support and encouragement to students. In the process of inquiry, teachers should first actively create inquiry environment, guide inquiry methods, and guide and promote the communication and interaction within students' study groups. Secondly, teachers should encourage dialogue among groups and provide conditions for such exchanges and cooperation. In addition, teachers should organize the communication of the whole class, so that all students can gain something from demonstrating and observing, expressing and listening, questioning and arguing, refuting and supporting.
The second is to establish effective ways of cooperation.
With the in-depth development of quality education, group discussions and cooperative exchanges are increasingly introduced into the classroom. How can we improve the effectiveness of group cooperative learning?