The purpose of teaching students to cooperate in groups is not to be lively, not to be formal, but to let each child learn to communicate with his peers, learn from each other's strengths and promote each other.

Second, guide students to learn to discuss.

To teach students to learn to discuss, we should do two things: first, let students express their ideas; The second is to let students listen to others. Our problem now is that students will not listen carefully to others' speeches, which is also the key to the ineffectiveness of group discussion. To this end, when I carry out group discussions, I ask students to do three things: first, listen carefully to each student's speech and don't interrupt; Second, listen to the main points and mistakes of others' speeches; Think after listening and put forward your own views.

Second, handle the relationship between independent thinking and group discussion.

Before the group discussion, let the students think independently. Only by ensuring enough independent thinking time can students think deeply about problems, calmly organize language, choose appropriate expressions, describe their ideas in an orderly way, and start discussions reasonably and effectively. Therefore, before the discussion, students must be allowed to think independently before expressing their opinions. Students can be asked to write down their own ideas, then communicate with each other and finally form a collective opinion. This not only ensures that every member of the group has the opportunity to think and participate, but also ensures the quality of communication and cooperation, so that every student can develop in the discussion.

Third, seize the opportunity to carry out group discussions.

Teachers should choose the timing of group discussion reasonably, because not everything needs group discussion, otherwise group discussion will lose its meaning. When to organize students to have group discussion in class is the most helpful to students' thinking development, which is the key to effective group discussion. I think we can ask questions and discuss them in the following links:

1. When students have questions, have a group discussion.

What should students do if they encounter difficulties in their studies? In my opinion, teachers must not tell students the answer directly at this time. Students should be allowed to express their thoughts and questions, inspire each other and seek answers to questions together. This can not only help students understand the problem correctly, but also make them enjoy learning.

2. Group discussion when the concept is vague

3. When a person can't finish it, or has difficulty in thinking and exploring, and needs to inspire each other, carry out group discussions.

4. Discuss in groups when revealing characteristics or laws.

In the teaching process, when it is necessary to summarize, explore and reveal the laws, teachers can organize students to have group discussions.

5. Use new knowledge to judge and answer practical questions after new lectures.

6. Have a group discussion when answering open-ended questions.

The strategy to solve the "open" problem is not unique, and the answer is not unique. After all, a person's thinking ability is limited, it is difficult to think from multiple angles, and it requires everyone's joint efforts to show various strategies and conclusions. In this process, students' thinking has been developed.

Fourth, appropriate and timely guidance and inspiration.

In the process of discussion, teachers can't wait and see, or just do their own other things. They should go deep into each group to understand the effect, focus and cognitive process of students' discussion. Teachers should enlighten and guide the controversial issues in the discussion.

Fifth, dynamically arrange discussion groups.

The arrangement of discussion groups should be dynamic, and the arrangement form should change frequently, breaking the fixed structure and providing every student with equal development opportunities. We can discuss in pairs; Can exchange and discuss; Group members can also be mobile, and the discussion objects should be changed frequently, so that students have the opportunity to understand more students' views.

In short, the pursuit of the effectiveness of classroom teaching is a long-term and often new problem. As long as practical teaching methods are adopted and students' creative potential is fully tapped, the effectiveness of mathematics classroom teaching can be really improved.