Group cooperative learning is in the ascendant in primary school mathematics classroom teaching, and it is also one of the learning methods advocated by the new curriculum standards. However, it goes without saying that the current group cooperative learning is still unsatisfactory: some group activities are a mere formality, seemingly "lively", but in fact they are a kind of decoration; Some teachers are eager to complete the teaching progress, and the cooperation has not yet deepened, so they hastily quit the army; Some issues discussed are not challenging and cooperative; Some groups have unclear division of labor, and students seem to be in a hurry, which reduces the effect of cooperation and so on.
The key to the above problems is how to improve the effectiveness of "group cooperative learning", for which I have made some explorations in practice:
First, arrange partners reasonably.
Group cooperative learning is mainly to overcome the disadvantages of traditional teaching, integrate the cooperative principle of social psychology into teaching, and emphasize the promotion of interpersonal communication to cognitive development. The purpose of group cooperation is to let each group member learn something from it. If members of several groups are allowed to play freely without making any arrangements, then they will make irresponsible remarks and no one will care about anyone. The whole cooperation process is like a mess, and students will not get any improvement from cooperation. In order to avoid this phenomenon, it is very important to assign them good jobs when forming teams. For example, students in the class can be divided into several study groups according to the principle of homogeneity between groups and heterogeneity within groups, with 3 to 6 people in each group, and then each group member is assigned a good job: a group leader is responsible for organizing discussion and cooperation; An operator, responsible for the specific operation; Recorder, responsible for sorting out the results of discussion or cooperation in this group; There is also a reporter who is responsible for reporting the cooperation of the whole class. Every student is conscientious, and every cooperation is substantial and effective for them. Every time a teacher organizes a group to cooperate, it is also very easy, so there is no need to worry about who has nothing to do or "go it alone" in the group.
The division of labor of each group member is not always the same. After a period of time, change the roles of the team members. The next time you are the group leader, the next time you are the reporter, and the next time you are the operator, you take notes, so that each student can understand several roles in the group and be competent, and understand that these tasks are indispensable.
Second, master cooperation skills skillfully.
"Without rules, there would be no Fiona Fang." Group cooperation is no exception. Generally speaking, in group discussions, students with strong learning ability express their opinions without waiting for other students to speak. In this way, those students with learning difficulties are equivalent to taking a form and getting ready-made answers without brain thinking. The result is better and worse. At this time, teachers need to make arrangements in advance, clarify the rules of cooperation, and let students master the necessary cooperation skills, including how to listen to others' opinions, how to express their own opinions, how to correct others' mistakes, how to learn from others' strengths, and how to sum up everyone's opinions. Therefore, it can be stipulated before the group cooperation: before the discussion, the group members should think independently, write down their own ideas, and then arrange them by the team leader. Each member will speak his mind, others will listen and discuss. After the collective opinion is formed, the recorder will sort it out. In this way, everyone has the opportunity and time to think. For example, in the teaching of "addition and subtraction of 4", analyze why group discussion can be arranged when "3+L = 4". I watched.
Group cooperation:
Team leader: "Why is 3+L equal to 4? Let's think about it first! "
In about a minute.
Team leader: "Have you thought of it?" (Two of them nodded and one didn't speak. There seems to be no idea. )
"So A (the silent student), can you tell me your thoughts first?"
Answer: "Is it because 3 and 1 can add up to 4, so 3+L equals 4!"
"Yes! The addition and subtraction of 3 mentioned by the teacher last class is like this! " The other three partners have said that A's expression immediately lengthened a lot. At the same time, two team members who have never spoken said that they have different ideas. The team leader asked them to talk.
One of the students said, "You can put a stick. There are three sticks. You brought 1. How many are there now? " The team leader quickly asked the operator to take out the stick and wave it, and soon everyone understood that 3+L = 4.
Another added: "3 is 1 less than 4, so 3 plus 1 is not 4?" Three other students agreed with him and praised him for his cleverness.
At the end of the discussion, the team leader asked the recorder to say three ideas of the discussion (as a collation).
In the whole class communication, the reporters sent by their group spoke three ideas fluently and won warm applause from the whole class. At this time, there is no need for the teacher to explain. Although it sometimes takes a long time to organize such a group discussion, it is worthwhile, because the classroom belongs to all children, and the teacher should think of every child.
Third, correctly grasp the opportunity of cooperation.
According to the theory of cooperation, the value of cooperation lies in the complementary advantages among students through cooperation. Teachers should choose the opportunity of cooperation reasonably, because not everything needs cooperation, otherwise cooperative learning will lose its meaning. Therefore, when preparing lessons, teachers should conduct in-depth research on the teaching materials and make clear the new ideas to be embodied in the teaching materials. The content of cooperative learning should be challenging, valuable for exploration and discussion, and open. For example, what objects have rectangular faces in life, why the product of 10 cm = 1 decimeter, why the product of 30 1×2 must be written as 0, and so on, all of which do not need to be discussed with students.
In addition, we should also explore appropriate opportunities for cooperation. For example, when individual operations cannot be completed, students have difficulties in thinking and exploring and need to inspire each other. When the answers are diverse, the questions cover a wide range. When students' answers are not comprehensive and need to exchange students' opinions, group cooperative learning should be adopted to let students think calmly and analyze rationally in the group. For example, when learning pen addition, after evaluating the performance of several students, on the basis of a certain perceptual knowledge, we discuss in groups "What should we pay attention to pen addition". At this time, every member of the group will discuss and communicate from different angles, learn from each other's strong points, and let the students summarize the calculation rules of pen addition. This is the knowledge that students have consciously acquired, so they will remember it deeply. For those open exercises, students will communicate in groups after thinking independently. For example, in the fourth question on page 58 of the first volume of the second grade, students can look at the pictures first and then ask them, "Can you solve the problem of how many people are there on the beach?" Let the students think independently first, and then tell the group what they think. At this time, the students' solutions are: 3× 4+3, 4× 4- 1, 5×3. Through this kind of communication, students can understand different thinking methods, promote each other and form an interactive learning atmosphere. For another example, after learning the unit of length, it is impossible for a person to measure the length of a longer object when measuring the length of an object. At this time, we can give full play to the role of group cooperative learning, so that each group can independently determine the length of four objects to be measured, one person records, two people measure, one person supervises the measurement and reports the measured length, and the team members cooperate to complete it. Let students feel the joy of cooperation with others. On the other hand, in classroom teaching, we should also pay attention to the impact point of students' thinking and conduct group discussions. For example, when learning the example of "Preliminary Understanding of Angle" 1, some students think that the elbow of a water pipe is an angle, while others think that it is round, not an angle. In this case, let the group discuss "how to understand the angle of water pipe elbow" and let the students really understand the concept of angle through discussion.
Fourth, scientifically use the evaluation mechanism.
The new curriculum standard points out that the evaluation of students' mathematics learning should not only pay attention to students' understanding and mastery of knowledge and skills, but also pay attention to the formation and development of students' emotional attitude. Strengthen the awareness of group cooperative learning and consciously strengthen the sense of collective honor of "learning group" in daily teaching. In group activities, teachers should pay attention to whether students are enthusiastic, active in thinking, involved in communication and harmonious in atmosphere. Teachers should patrol to find out whether students' cooperation has a certain breadth, whether cooperative learning has achieved the expected results, and give timely guidance to the problems in the activities. For example, when a group activity goes very smoothly, the teacher should praise it in time. When there are problems in collective activities, teachers should intervene and guide them in time. For example, some students are not active enough to participate, some students are not friendly enough to cooperate, some students speak too loudly, which affects other groups of students, and some students argue with others when they encounter different views from themselves. At this time, teachers should give specific guidance and teach them how to communicate with others: "You can say that I have different views from yours, and I think so ... or I'll help you add it ..." In order to cultivate students' friendly and cooperative spirit, teachers can arrange some targeted training in activities, such as putting sticks together for everyone when using sticks and preparing a stick for each group. Teachers should pay attention to everyone when operating. You will find that some student groups are fighting with each other. These groups are not only disorderly in their activities, but also slow in completing their tasks. However, some teams performed well and completed their tasks quickly. At this time, the teacher asked, "Why?" Let the students discuss, and let the good groups talk about how they did it, so as to cultivate the quality of friendly cooperation between students and others from an early age.
When evaluating the cooperative learning in groups, we regard "Dont Ask For Help people succeed and everyone strives for progress" as a realm of teaching pursuit, insisting that only the success of the group can represent the individual success of the group members, forming a new pattern of "cooperation among group members and competition among group members", which makes the focus of the whole evaluation shift from encouraging individual competition to reaching the standard. Enable students to integrate their personal success into the group competition, so as to stimulate students' enthusiasm for active cooperation and achieve * * * improvement. Teachers should evaluate and encourage the results of group learning and wonderful feedback reports in time. Usually, we can take group competition, evaluate each class, every day, every week and every month, introduce "basic score" (referring to the average score of students' previous academic performance) and "improved score" (referring to the degree to which students' test scores exceed the basic score), and implement quantitative points to fully stimulate the enthusiasm of group cooperative learning and maintain the long-term passion of group cooperation.
Fifth, give full play to the role of teachers.
On the surface, the development of group cooperative learning "compresses" the space of teachers, but in fact it puts forward higher requirements and gives teachers greater responsibilities. What should teachers do when students cooperate in groups? I think the teacher is not waiting, watching or doing other things, but observing and intervening in the cooperative learning of each group on the spot to provide them with timely and effective guidance. When there are problems in collective activities, teachers should intervene and guide them in time. When the task of the group is not clear, the teacher should patiently explain it to the students; When the group discussion is too loud, the teacher can choose one person from the group as the noise supervisor; When the group discussion deviates from the theme or is blocked for a while, teachers should find it in time, stop it in time, or provide guidance for the group discussion in time, so that the group discussion can proceed smoothly ... Teachers go deep into the group to understand the effect of student cooperation, the focus of discussion, the cognitive process, etc. In order to flexibly adjust the next teaching link.
For example, when teaching "Understanding Graphics", arrange students to discuss: What do we know about these shapes in life? (cuboid, cube, cylinder, sphere) Because this problem is close to life, the students have a heated discussion. I also came among them to listen. It was found that several groups had an argument when talking about the ink cartridges on the podium table. Some think it is a cube, others think it is a cuboid. I specially observed the ink box. It turns out that the front of the ink cartridge is square and the side is rectangular. Technically, it should be a cuboid. The appearance of this statement shows that there are still a large number of children who can't correctly distinguish cubes from cuboids. So I immediately decided to cancel the scheduled next interesting game session and explain the difference between cubes and cuboids again, where students can observe, touch and compare. Finally, the students said in unison, "This ink bottle is a cuboid!" Teachers should find problems from students' discussions in time, adjust teaching links in time, solve problems, and let students really master knowledge. This is the purpose of teaching.
In addition, it is worth mentioning that when reporting in groups, teachers should first change the mantra that has been used for many years: "Which classmate wants to talk" to "Which classmate wants to talk." Let the members of each group understand that they are a collective, and members should unite and cooperate and learn together. At the same time, you can also try to set the opinions of a group as the goal, so that everyone can express their opinions. Then, in the group debate, students will find differences more easily, and students will have a deeper understanding of the problem in the collision of thinking.