First of all, establishing a cooperative group with reasonable structure is the premise of effective cooperative learning.
Teachers should pay attention to the rationality of the structure when establishing cooperative groups. First, the number of groups should be reasonable, generally four people are appropriate, not more than six people. Too many students are not conducive to the organization and communication between students, and there are bound to be spectators in group learning and communication, especially some students with introverted personality or low consciousness, which is not conducive to the development of these students; Too few people can't achieve the purpose of communication; Second, grouping should follow the principle of "taking advantage of disadvantages, promoting disadvantages with advantages, and competing within groups". Teachers should group students according to their differences in knowledge base, learning ability and personality characteristics, so that students with different characteristics and levels can be optimally combined, so that each group has high, medium and low level students. This grouping not only helps students complement and promote each other, but also lays the foundation for fair competition among all groups in the class. Third, team members should be energetic. You can change roles according to the individual characteristics of the members in the group during the learning process, or you can recommend a new group leader according to the performance of the students in the group, and the former group leader will assist in cooperative learning. This not only makes students feel fresh, enhances their interest in cooperative learning, but also changes their long-term position in the group, that is, some students are always in a controlling position and some students are always in a subordinate position, which provides opportunities for each student to develop.
Secondly, making an orderly cooperation procedure is the guarantee of effective cooperative learning.
In class, this phenomenon often happens. After the teacher asks questions, let the students discuss them immediately, and there will be a heated discussion in the classroom immediately. But with a little attention, it is not difficult to find the disorder after this false excitement. Some groups, several people express their opinions at the same time, and don't listen to others at all, let alone cooperate; In some groups, only two better students are discussing, while others do nothing; In some groups, you push me around and wait. The main reason is the lack of rules in group cooperative learning.
How to make the cooperation within the group "live in an orderly way"? The author believes that the group should have a reasonable division of labor and clear responsibilities. You can have a team leader, a recorder and a reporter. The group leader is a student with strong organizational ability and sense of responsibility. The main responsibility of the team leader is to divide the work among the team members and organize the whole group to carry out discussion, communication, hands-on operation and inquiry activities in an orderly manner. The responsibility of the recorder is to record the important contents in the process of group cooperation ` 1 learning. The reporter's duty is to summarize the cooperative learning situation of this group, and then communicate and report in the whole class. Teachers should set different roles according to the needs of different activities, and require team members to actively take personal responsibility, support and cooperate closely with each other, give play to team spirit and effectively complete group learning tasks.
Thirdly, cultivating good cooperative learning habits is a booster for effective cooperative learning.
The new curriculum standard pays attention to the cultivation of students' "feelings, attitudes and values", and developing good cooperative learning habits will undoubtedly help students form a positive emotional attitude and will have a far-reaching impact on every student's life. Therefore, in group cooperative learning, we should consciously cultivate students' good cooperative learning habits.
(1) Pay attention to cultivating students' habit of independent thinking and avoid the phenomenon of "following others' advice" or "getting something for nothing" in group communication.
Cooperative learning and independent thinking are not contradictory, but more difficult in practice. Some active students are often eager to express their views, so that some students with relatively slow thinking have no time to think and can only passively accept them. Although you find that they can cope with it freely during the investigation, they are limited to imitation and mechanical repetition, and have no thinking of their own. In the long run, it will inevitably stifle these students' thinking ability and form their thinking inertia. It leads to the serious polarization of class learning and deviates from the established goal of group cooperative learning. Therefore, before cooperation and communication, teachers should leave enough time for students to think independently, and also let students write their ideas on paper before communicating with each other. In the communication, give students with learning difficulties the opportunity to speak as much as possible, and even mobilize the whole group to help some students with learning difficulties to achieve the progress of the whole group.
(2) Teach students to listen.
Listening to others' opinions is respect for others, and at the same time, it can make your own ideas more perfect. In one's life, we actually listen more and talk less. At any time, we should learn to listen to others patiently, and then think: is he right? Is it what I think? Then make supplements and corrections. Only when students learn to listen to other people's views can they cooperate effectively.
(3) Cultivate students' habit of active participation and speaking.
Teachers should create a democratic, harmonious, relaxed and free learning atmosphere for group cooperative learning, respect and protect students' enthusiasm for participation, take various forms to encourage students, especially those with learning difficulties, to actively participate in activities and speak boldly and enthusiastically, so that students who speak can feel the honor of representing the group and fully appreciate the fun of cooperative learning, thus forming strong self-confidence.
Fourthly, diversified learning evaluation is the driving force for effective cooperative learning.
Teaching evaluation plays a very important role in encouraging students to participate in activities and improving the quality of cooperative learning. How to make teaching evaluation targeted, instructive and inspiring? First, the evaluation takes the group as a unit to enhance the sense of responsibility and cooperation of each member in each group. The second is to pay attention to the evaluation in the learning process. Pay attention to the evaluation of team leaders' cooperation ability, team members' participation, students' listening and communication. The evaluation focuses on praise, giving positive hints to other students through timely and concrete affirmation of outstanding groups and individuals, thus providing good methods for other groups, playing an exemplary role, forming an overall cooperative atmosphere and competing with each other in a healthy way.
In a word, "group cooperative learning" is a new learning method advocated by the new curriculum, which plays an inestimable role in cultivating students' awareness of cooperation and communication and hands-on operation ability. Of course, cooperative learning emphasizes students' independent inquiry, which is not something that teachers can give up. Teachers should get used to "squatting down", actively participate in students' discussions with "being the first among students", understand students' learning situation, adjust classroom progress in time, and grasp teaching rhythm in a timely and appropriate manner, so as to continuously optimize classroom teaching structure, continuously strengthen the effectiveness of group cooperative learning, and continuously improve classroom teaching quality.