The new curriculum standard points out that hands-on practice, independent exploration and cooperative exchange learning are one of the important ways to learn mathematics. Group cooperative learning is a diversified teaching organization form with rich connotations, which is beneficial to students' active participation. Through effective group cooperative learning, it can blossom and bear fruit among group members. It not only contains the learning atmosphere, so that group members can encourage and promote each other, but also can improve students' learning efficiency and cultivate the spirit of cooperation in learning. More importantly, it can stimulate students' interest in learning and is conducive to the cultivation of innovative consciousness and practical ability. Below, the author talks about some experiences on how to effectively carry out group cooperative learning in primary school mathematics classroom teaching.

First, careful organization.

Group cooperative learning is a learning method in the new curriculum classroom teaching. It breaks the bondage of all students facing the blackboard and teachers giving lectures and listening in traditional teaching methods. Instead, several students sit together and study, communicate, practice and operate face to face. Through long-term teaching practice, I realize that this learning method not only conforms to the psychological characteristics of primary school students, but also has a certain supervisory role for every cooperative member of the study group. Therefore, students are willing to accept and participate with great enthusiasm. However, because primary school students are young, active, poor in self-control and poor in organization, the class will be chaotic and will follow blindly, and they can't really agree or disagree with different opinions and viewpoints in the group, nor can they absorb effective ingredients to correct their self-views. This kind of group cooperative learning can not solve the problem, but virtually deprives students of the opportunity to think independently and learn independently, which runs counter to the true meaning of cooperative learning. Therefore, organizing well is an important prerequisite for effective group cooperative learning. My practice is to divide the students in the class into one group according to gender, personality, learning situation and classroom performance. There are students at all levels in each group, and the group leader changes in turn every Monday, which is conducive to cultivating students' sense of responsibility and cooperation. The group leader organizes and divides the activities of the group members, and speaks in order, so that the students who don't like to talk can speak and talk as much as possible. When one person speaks, ask other members to listen carefully, and then express their views after others have finished speaking. After a period of training, the group cooperative learning in our class can basically go smoothly.

Second, clear requirements

Before each group activity, the teacher should clearly put forward the content and objectives of the activity and the methods to complete the task, so that students can know that group cooperation requires tasks, and then the group leader can reasonably divide the work and organize the group members to carry out discussion, communication, hands-on operation and inquiry activities in an orderly manner. This avoids the blindness of students' nonsense and group cooperative learning, fully embodies the effectiveness of group cooperative learning, and also enables those timid and passive students with learning difficulties to actively participate in learning and fully experience their own value. For example, in the teaching of the fifth-grade textbook "Area of Triangle" published by People's Education Press (before class, each student is required to prepare two right triangles, two acute triangles and two obtuse triangles with the same shape and size), before homework, I suggested: "Please take out three sets of triangle figures and spell them by hand. Can you make a learned figure with two triangles in each group and then talk to the students in each group? " Another example is the example on page 9 1 of the curriculum standard for the second grade of the People's Education Edition, which asks us how to reasonably arrange the students of four classes in the second grade of Nanrui Primary School to go to Bird Island for a spring outing by boat. First, I let the students read the topic by themselves. After the students understood the meaning of the topic, I put forward the requirement of group cooperation: each group selected one student to take notes, and other students designed the best boat plan for the second grade students of Nanrui Primary School as required, and then filled out the boat plan, and then evaluated it in the group to see if everyone's design met the requirements of the topic, so that students could carry out group cooperative learning activities purposefully.

Third, the preferred content

How to make group cooperative learning a mere formality and really play a role in promoting students' development? I think it is very important to choose the content of cooperation activities and determine the topics for discussion. This requires our teachers to study the teaching materials carefully, grasp the key and difficult points of this class, and deeply understand the students' life reality. For example, when teaching "multiplication by writing" in the second volume of the third grade textbook, after evaluating the performance of several students, on the basis of a certain perceptual knowledge, the group discussed: "What should be paid attention to in multiplication by writing?" At this time, every member of the group will discuss and communicate from different angles, and they can complement each other, so that students can summarize the calculation law of multiplication through writing. This is the knowledge that students consciously acquire, so they will remember it deeply. For those open exercises, students will communicate in groups after thinking independently. I studied area units in middle school. When measuring the area of the school basketball court, I give full play to the role of group cooperative learning, so that each group can independently determine the area to be measured. Some students in the group record, measure, supervise and report the measured length. Team members cooperate, so that students can feel the fun of cooperative learning with others. On the other hand, in classroom teaching, we should also pay attention to the impact point of students' thinking and discuss it. For example, how much iron does a cylindrical barrel need in real life when learning Unit 2 "Surface area of a cylinder" in the first volume of the sixth grade textbook published by People's Education Press? To ask this question, I asked the students to discuss in groups: "How many faces should I count? Why? " Through discussion, let students really understand some problems in real life application, calculate the surface area of cylinder reasonably and flexibly according to the actual situation, and let students feel the close connection between mathematics and real life.

Fourth, timely guidance.

In group cooperative learning activities, teachers should patrol and give timely guidance to the problems in the activities. For example, some students in the group are not active enough, some students are not friendly enough to cooperate, some students are too timid to speak, and some students argue with others when they encounter different views from themselves. At this time, I gave specific instructions to teach them how to communicate with others: "Be friendly with your classmates and satisfy yourself."