Classroom teaching reform is like a strong east wind blowing all over the education sector. The model of curriculum reform in our school is "three steps and six introductions", which has been implemented for more than a year. During the period, I have been exploring, researching and constantly improving, and finally let myself move from the initial inadaptability to the flexible use mode. When the teaching mode of "three steps and six leads" is used in the classroom, group cooperative learning becomes the main learning mode. It is an important means of teaching organization for teachers to lead students to study groups. By guiding group members to cooperate, giving full play to the positive role of the group, improving individual learning motivation and ability, and achieving the purpose of completing specific learning tasks, the effect is remarkable. However, in our operation, there are many problems in group cooperative learning. For example, communication in group cooperative inquiry and preparation before presentation can not be ignored, which will greatly affect the effect of cooperative learning. So, how to improve the effectiveness of group cooperative learning? I will talk about my views from the following aspects:
1. Correct selection of team leaders
As the saying goes, "A bird can't fly without a head, and a soldier is brave and foolhardy." The group leader is not only the role model of the group, but also the leader and organizer in the exhibition activities, so it is very important to choose the group leader. First of all, it is necessary to make sure that students with good intelligence, active speech, strong operational ability and strong desire to express themselves are the leaders of the study group. Secondly, it is necessary to effectively train the team leader-for example, teach him to divide the team members reasonably and simply; It is necessary to urge the team leader to actively organize cooperation and exchanges; It is necessary to guide the team leader to organize cooperation and exchanges in an orderly manner, and to encourage team members to speak boldly. In a word, it is necessary to cultivate the organization, arrangement, coordination and induction ability of group leaders in order to promote effective cooperation and exchange.
2. Scientifically divide study groups.
In order to give full play to the advantages of individual students and study groups, the whole class is divided into study groups according to the principle of "heterogeneity within groups, homogeneity among groups" and reasonable collocation according to gender ratio, interest tendency, learning level, communication ability and discipline, that is, the members of each group have three levels of students, which must be roughly equal. This is not only conducive to fair competition among groups, but also to mutual assistance among group members. Lay a solid foundation for future group cooperative learning. Generally speaking, 4-6 people in each group should sit around in a rectangular shape, so that students can have face-to-face group discussions after being inspired and guided.
3. The team members have a clear division of labor.
The group leader, that is, the first student in each group. Ensure the efficient work of the group, ensure that each member understands what to do, ensure that each member performs his duties, help solve disputes, and put forward suggestions for the next step; Be responsible for explaining problems and helping students complete their learning tasks quickly. No.2 is the academic leader, who teaches students to speak with two voices, one is group discussion, and the other is "the voice of the whole class", which refers to the voice that the whole class can hear when a student speaks. The moral education administrator of each group manages the voice of the group in his own way. No.3 is the health team leader, who is responsible for arranging and supervising the shift's duty, personal hygiene and environmental maintenance of the shift. Students who are not serious or late on duty should be reminded and coordinated in time to ensure the timely cleaning of class hygiene. No.4 is the operation team leader, who is responsible for the collection, transmission and inspection of various professional operations, and reports the completion of group operations to representatives of various professions. Then, the class representative reports the class's homework and the quality and quantity of the completion to the teachers of all subjects, and quantifies it in the class group evaluation. After correcting, teachers of all subjects evaluate each group and classmates. No.5 is the leader of the art and sports group, including completing the class and homework of music and sports beauty class, attendance and order of sunshine sports, statistics of music and sports beauty scores, and organization and arrangement of cultural and sports activities in schools, classes and groups. No.6 is a recorder, responsible for the record of various achievements, material management, weekly performance report, etc.
4. Master cooperation skills.
In order to show it more effectively, we must take "one-tone measures", "two-minute measures" and "non-interference measures" in group cooperative learning. Gradually let students form the habit of cooperative learning, master the skills and skills of cooperative learning, and cultivate their cooperative learning ability.
"Two-minute scale", in group communication or classroom demonstration, students should organize the language in advance, speak concisely and methodically, and try not to exceed two minutes. This not only helps to standardize students' language refinement, but also gives more students the opportunity to participate in the discussion.
"Non-interference measures", in group communication, students should speak in a moderate voice, which should be based on the students in this group and should not affect the learning activities of other groups. In class, the general requirement for students to speak is to speak freely in cooperative learning and to show that learning is concise and to the point.
"One volume", in group cooperative learning, students should communicate under the organization of the group leader. When speaking, one person speaks, others pay attention to listen, analyze, supplement and question against their own opinions.
The key to group cooperative learning is the cultivation of communication skills. Cultivate students' "five skills": (1) Learn to listen, don't interrupt others' speeches casually, and try to grasp the main points of others' speeches; Comment on other people's speeches; (2) Learn to ask questions, and when you don't understand, ask the other party for further explanation; (3) Willing to state their own ideas and correct others' views; (4) Be brave to accept other people's opinions and correct your own ideas; (5) Learn to organize and preside over group study, and make concluding remarks according to others' viewpoints.
Group cooperation requirements: (1) When communicating, the voice should be moderate, subject to the clear hearing of both parties and the group. Don't make a hullabaloo about, and don't crowd when you stand up in group communication; (2) When students leave their seats for communication, they should gently put the stool under the table to facilitate communication activities; (3) When communicating, encourage the positive expression of speaking freely, flying high and expressing your opinions, and prevent the dependence of saying nothing and following others; (4) False communication and casual communication are strictly prohibited, and it is even more impossible to play with the opportunity of communication; (5) the division of labor should be specific and clear, so that everyone has something to do, everyone has something to do, always has something to do, and act quickly.
5. Grasp the content of cooperative learning.
In order to make cooperative learning effective rather than formal, "the content of cooperative learning" is also very important. Group cooperative learning is not used in every teaching content, nor in the whole course of a class, nor is it only used in the classroom. Pre-class preparation, after-class reading and extracurricular practice are all inseparable from group cooperation. Therefore, teachers should grasp the appropriate opportunity to carry out cooperative learning according to the teaching objectives and training requirements.
Problems involving too much knowledge are suitable for group cooperative learning. When students are difficult to complete independently due to the limitation of knowledge reserve and life experience, they can learn in groups, inspire each other, think from multiple angles and give full play to group creativity.
Controversial questions are suitable for group cooperative learning. The controversial question is assigned by the teacher, and the students only know the process but not the result. On the contrary, through group discussion, the problem will become clearer and clearer. This not only develops students' personality, but also embodies the inconclusive characteristics of Chinese teaching.
Extracurricular reading and Chinese practice activities are suitable for group cooperative learning. Extracurricular reading and extracurricular practice are an extension of Chinese classroom teaching and an important way to cultivate students' ability to analyze and solve problems. According to the differences of students' family background and hobbies, students can form cooperative reading study groups and set reading topics. Teachers can also regularly evaluate and reward small book fans, doctors, poets and teachers, so that students can learn from each other's strong points in activities and improve together.
6. Establish a star reward system.
Group learning is mostly around "questioning" and "solving doubts". Therefore, in order to arouse the enthusiasm of the group members, I adopted the suggestion of the group leader: each group chooses the "best questioner" and "best questioner" after learning a lesson. In this way, each group member is urged to think more attentively in cooperative learning, so that his questions are the most meaningful and valuable; Make your answers more adequate and others more satisfied. Then, according to the cooperative learning situation of each study group, students will be graded in time, and points will be added to the knowledge points, questioning points and innovation points, so as to encourage students to comprehensively think about problems, ask questions and innovate their thinking ability, which will play a positive role. What is the score of each student's participation in class presentation? Row it out and determine the star rating according to the score. Make statistics on time, publish them regularly, and commend students and excellent study groups who have participated in high-star classes. At the end of the semester, the star team, the star team leader and the star team members should be selected according to the stars. Through long-term practice, the group can form a good atmosphere of cooperative learning and active participation.
In addition, in order to make group cooperative learning more effective, students must study and think independently before starting cooperation. The teacher asked the students a question for discussion without independent study and thinking, and the students were caught off guard. Discussions without independent learning are like castles in the air, and discussions without independent thinking are like passive water.
In short, "group cooperative learning" is not only conducive to reflecting students' subjectivity, publicizing students' personality, but also conducive to enhancing cooperation and friendship between students. In the teaching process, we should constantly update teaching concepts, explore teaching modes, optimize students' learning methods, pay attention to students' learning process, strive to create conditions for students, provide space for cooperative learning, and effectively improve the effectiveness of group cooperative learning. I believe our Chinese class will become more and more effective.