Guiding students to study in groups and grouping them scientifically and reasonably is the first priority for successful study. Under the principle of "heterogeneity within groups, homogeneity between groups", teachers can group children according to their learning situation, personality characteristics and preferences, and arrange members of each group; You can also boldly let go, let the students group themselves, and finally the teacher will check. Teachers should also carry out macro-control on the task distribution among group members, so that each student can fully realize that he is a managed person, but mainly a manager, who has his own responsibilities and bears certain responsibilities. He can rotate the responsibilities of team members once for each topic, or once a day for each class. It can also be rotated every once in a while, so that each group member can get different exercises and get all-round development.
In group cooperative learning, some competitions between groups can be held in time to guide students to realize that as a member of a group, they should shoulder their own obligations and form a cooperative atmosphere of unity and mutual assistance. In the process of students' group cooperative learning, teachers, as instructors and organizers, should always participate in students' activities, find problems at any time, and regulate and adjust the group.
Second, teachers should stimulate students' interest in learning mathematics.
Interest is the first condition for students to learn mathematics well. Mathematics teaching is not only a cognitive process, but also an emotional process. Bloom, a famous American psychologist, once pointed out: "Emotion does not necessarily produce and develop naturally with cognitive effects, but needs the evaluation and cultivation of educators." In other words, students' interest in learning needs to be cultivated by teachers. Therefore, teachers should create a harmonious and pleasant classroom atmosphere in the process of learning guidance, and stimulate students' inner motivation to love learning mathematics. Before group cooperative learning, teachers should carefully study the teaching materials according to the learning content, students' cognitive rules and psychological characteristics, and try to be close to students' lives in every link of teaching design, arrangement and organization, so as to create a knowledge-seeking situation that students are interested in, so that primary school students can learn "mathematics around them" and feel that "mathematics is everywhere in their lives", be willing to learn, be willing to explore, take the initiative to participate in mathematics learning, study easily, study happily and improve their mathematics level.
Putting forward reasonable and ingenious mathematical problems is an effective way to stimulate students' cognitive activities. Students are interested in problems, and cooperative learning in groups can motivate students to solve problems actively. We should not only cultivate students' ability to solve problems, but also cultivate students' ability to find problems. Einstein said, "It is often more important to ask a question than to solve it." Let students be willing to try and be good at discovering, which requires teachers to consciously create various suitable situations, introduce students into a situation related to the problem, stimulate students' interest and enthusiasm in learning, and urge students to actively participate in learning activities.
Guide students to carry out a variety of mathematical activities, according to the learning content, guide students to observe, operate and express, let children participate in learning activities with as many senses as possible, and use their wisdom to explore the mysteries of knowledge independently or through cooperative learning.
Provide a platform for students to fully display themselves. After group cooperative learning, each group will report their own learning situation, and the teacher will give timely evaluation, so that students will be willing to share their experiences with others, exercise their children's expression ability and cultivate their interest in learning mathematics.
Third, teachers timely guide, evaluate and motivate students to explore the mysteries of mathematics.
In group cooperative learning, teachers should go deep into groups and carefully observe the learning situation of each group. For groups with mistakes, we should grasp the cognitive conflict point, enlarge it, give students enough space, encourage students to fully explore with encouraging evaluation language, and guide them to correct it in time; For groups with difficulties, we should grasp the students' thinking dynamics, prompt them in time, open our minds and lead them to explore deeply; Praise the well-done team and let the children get the joy of success in time.
In the process of group cooperative learning, students are given enough space to fully show their ideas. At the same time, teachers use appropriate evaluation language to guide students, encourage them to dare to speak and love to speak, say their own ideas, repeat what they have said wrong, and cultivate students to express clearly. Encourage students to make bold guesses and express their opinions. Hold the right to argue and speak firmly in the students' "mouth". Usually in class, pay attention to students' thinking process, and often let students talk about their group's "ideas" when solving problems. "Tell me about your thinking process" "Give your opinion!" ..... let students form their own logical thinking in the process of speaking. Give high praise to students when they speak clearly. "You made it clear"; "Students who can do it may not say it, but students who can say it will do it"; ..... When students speak intermittently, help them sort out their thoughts, "Speak more and their thoughts will be clear", and encourage them to keep exercising. Create a good evaluation environment. At the same time, teach students to evaluate others correctly. When others can solve problems independently, team members can express appreciation and congratulations; When others need help, team members can give encouragement or guidance; When others think it is wrong, team members can give reasonable and guiding comments.
Fourth, summarize the learning methods and cultivate students to learn to learn.
Teachers often go deep into each study group to let them know the study situation of each group in time, master the study methods of each group, find good study methods, and promote them to the whole class so that everyone can make progress together. You can also hold regular exchange meetings on learning methods, and each group reports the learning methods to the whole class. For good methods and methods suitable for children, children can absorb and become their own learning methods.
Although there are several study groups in the class that compete with each other, we should also let the children know that the class is our big family and everyone is an indispensable whole. We should help each other and make greater progress. Only by working together can our whole team become stronger. With this idea, children are willing to exchange learning methods with you without reservation and often sum up learning methods. Children will consciously study how to improve learning efficiency and master learning methods, so as to achieve the goal of "helping them walk" and "helping them walk" and finally "letting go", so that children can solve problems in the shortest time, make progress in cooperation and exchange, sublimate in the process of summing up and reflecting, and learn efficiently. Students carry out cooperative learning in groups, and students explore learning methods independently. It seems that the teachers are relaxed and carefree, but they are not. In order to carry out group cooperative learning successfully and effectively, teachers should work hard after class. Teachers should thoroughly interpret teaching materials before class, get to know students, form good habits of careful observation and continuous accumulation in life, constantly think about adjusting learning guidance methods, give full play to their creativity when drawing on and introducing life experience, develop teaching materials suitable for students' cognition and development, and study learning guidance methods to make mathematics materials serve students' learning. Organize teaching with humorous and vivid language, and put yourself and students on an equal footing. Communicate with students not only in knowledge, but also in emotion, and infect students with their own personality charm, so that students love teachers, like classes organized by teachers, and are willing to learn, so as to achieve the goal of "being close to their teachers and believing in their ways." Guide students' mathematics learning to the realm of autonomy, harmony, pluralism and aesthetics.