Group cooperative learning is an important learning method advocated in mathematics classroom. Therefore, how to make group cooperative learning become a mere formality, give full play to the effectiveness of group cooperative learning and establish an efficient mathematics classroom is one of the important contents of our teaching research. Combined with many years of teaching practice, talk about my own understanding.
First, scientific collocation to create a good atmosphere of group cooperation.
Dividing study groups well is the basis of cooperative learning and the key to effective group cooperative learning, which requires scientific collocation. If matched at will, it will not play the expected role in group cooperative learning. Therefore, according to students' cognitive basis, learning ability, psychological quality and personality characteristics, they should be paired into several heterogeneous learning groups, usually four to six people. In this way, the members of the group can learn from each other's strengths and exchange needed goods, so that the learning efficiency will be greatly improved, and the differences between groups will be narrowed, which is conducive to the formation of a healthy competitive relationship between groups, thus improving the effect of the whole classroom teaching.
The study group is reasonable, scientific and optimized, and on this basis, the study group democratically recommends a student with strong organizational ability and good learning foundation as the team leader. Under the guidance of the teacher and the leadership of the group leader, the students in the group cooperated with Qi Xin to complete the learning task through active inquiry and mutual learning activities.
Second, carefully design teaching links and grasp the breakthrough point of group cooperative learning.
1. Create a scenario in retrospect.
The acquisition of knowledge is an active cognitive activity. However, in actual teaching, there will still be a basic question-and-answer mode when reviewing. The participation rate of students is relatively low, and they are not interested in the connection between old knowledge and new knowledge to be learned, and it is even more difficult to stimulate a positive state to enter a new knowledge link. Using group cooperative learning can effectively avoid this. Cooperative learning in review can effectively create an atmosphere. On the one hand, students can participate in review as much as possible and prepare for new knowledge by awakening old knowledge. On the other hand, it also creates a more positive classroom learning atmosphere, stimulates students' interest in learning, and enables students to enter a new learning state as soon as possible and enter a new classroom learning with a more positive psychological state.
2. Enlighten the mind in the new teaching
In the new teaching, it is necessary to design teaching details and guide students to carry out group cooperative learning step by step and purposefully, so as to solve key points and break through difficulties. It is necessary to start the group cooperative learning mode in time, so that teachers, students and students can complement each other, inspire each other and comment on each other, so as to train the thinking quality and develop students' intelligence. We should grasp the following key steps to design teaching:
(1) Think independently and let the students think independently according to the given questions. Students must have enough time to think independently before working in a group, and feel new knowledge and thinking with their original knowledge level and ability, not just as a listener in the group. At this time, teachers should encourage students, especially those with weak ability, and guide them to observe and examine questions.
(2) Group discussion, so that group members can exchange their thinking results and help each other solve problems, form a preliminary understanding and draw conclusions.
(3) Let each group communicate with each other and express their opinions. This is a process of learning from each other, competing with each other and promoting each other.
(4) Guiding evaluation, in the process of mutual learning, students should be able to correctly understand and evaluate themselves and others, realize the gap with other groups through horizontal comparison, and promote Qi Xin to work together and make common progress.
On the one hand, this step-by-step group cooperative learning is conducive to the formation of a good style of study, on the other hand, it promotes the continuous improvement of independent learning ability, exercises students' multi-directional thinking ability and innovative spirit, and learns to objectively evaluate their own and others' abilities.
3. Improve efficiency in practice
"Intensive teaching and more practice" has always been a difficult teaching form in primary school mathematics classroom teaching. In fact, "more practice" here refers not only to the quantity of practice, but also to the quality requirements. Group cooperative learning, on the one hand, improves the participation rate of students, on the other hand, it is also an effective form to implement the idea of hierarchical teaching, thus ensuring the effectiveness of the exercise. In cooperative learning, teachers should choose and design thinking problems that can stimulate students to participate in learning cognitive function, discuss problems, improve the efficiency of peer cooperation, and enhance students' confidence and enthusiasm in learning according to teaching objectives, teaching contents and their difficulties.
Third, expand the form of cooperative learning and introduce timely and beneficial cooperation.
How to adopt cooperative learning activities depends on different teaching contents and problem solving methods.
In cooperative discussion, discussion and communication are closely linked, but there are also group conversation activities focusing on communication. When constructing knowledge, thinking and reflecting activities, students' life experience and cognitive level are different, and their thoughts and performances will naturally be different. Timely communication gives students with different abilities a chance to show their findings, and everyone will get information from different angles and levels. The design of questions in communication should be open and inclusive, so that every student has something to say. On the one hand, communication will not be "cold", on the other hand, we must abide by the rule of "having the same opinion but not repeating it". There are narratives, supplements, listening and enlightenments in communication, so as to achieve effective cooperation. Of course, we should also actively use advanced ideas such as "doing mathematics, learning mathematics through activities, and cooperative learning is also one of the teaching goals" in combination with specific teaching contents and problem solving, and enrich the forms of group cooperative activities. For example, to learn "understanding of angles", students operate in groups, draw, cut and fold angles, and then exchange their findings. In a short time, students will fully understand the basic characteristics of angles. When learning "RMB", students can first form a group and voluntarily shop. Consolidate the understanding or simple calculation of RMB in the shopping process. In addition, students at the same table, teachers and students can also be used to cooperate.
For teachers, the implementation of group cooperative learning is not only a simple change in teaching form, but also a profound change in educational concepts and a further understanding of students' subjectivity. Only when the teacher "puts it away freely" will the students "put down their burdens and start the machine"; Only in this way can a hundred flowers blossom and a hundred schools of thought contend. At the same time, on the basis of guiding students' divergent thinking, we should also guide students to compare and identify each other and recombine divergent thinking, which is conducive to cultivating students' systematic, rigorous and profound thinking.
Fourth, attach importance to the evaluation of cooperative learning.
Psychological understanding: As long as a person experiences one success, it will arouse endless pursuit consciousness and strength. Therefore, proper and effective evaluation can make students taste the happiness of success and stimulate their desire to participate in cooperation.
1. Classroom evaluation. "Your idea is really amazing", "This group has many methods and cooperates well". In view of the highlights and successes of group cooperative learning, give affirmation and encouragement in time.
2. Regular evaluation. After two weeks or a unit of teaching, conduct "individual and group" evaluation activities. First, evaluate the individuals in the group, then evaluate the mutual evaluation between the groups, and finally comprehensively evaluate the teachers, so that students can experience the advantages of cooperation and strengthen the cultivation of cooperative consciousness and habits.
In short, give the child more space and let him fly freely; Give the child more rights and let him choose; Give the child more questions and let him explore for himself. Let students walk into the classroom with their own life experiences and unique feelings, talk with teachers, textbooks and classmates, explore independently in group cooperation, experience personally, and produce their own personalized understanding and unique insights, which will be the direction of our continuous exploration and research in future teaching.