A summary of cooperative learning in mathematics groups I. the establishment of cooperative learning groups
In order to give full play to the advantages of individual students and study groups, students' own wishes should be respected when forming cooperative groups, a 3? In groups of four, cooperate according to the excellent, medium and poor academic performance. On this basis, combined with students' interests, hobbies, personality, ability and other factors, appropriate deployment, so that a class forms a number of best. Cooperative learning group. This can not only give full play to the advantages of each student, but also help the members in the group to learn from each other's strong points and improve together. It is also convenient for inter-group competition, fair competition, exploring the wisdom of the group and realizing complementary advantages. The establishment of study groups is the basis of cooperative learning.
Second, cultivate the leaders of cooperative teams.
Before setting up the group, first put forward the requirements and responsibilities of being the group leader, and then conduct democratic elections, either voluntarily or let me try to produce a group leader. The key to cultivating a group leader is to cultivate his ability to organize group activities, such as how to conduct preview inspection, how to organize discussion, how to ask questions to students, how to direct homework and cooperate with other leading groups to master the order of the group. In particular, we should pay attention to students with poor academic performance, report the situation to the teacher realistically and do not resort to deceit. At the same time, it is necessary to establish the prestige of the group leader, educate them to be brave in self-criticism and correction when they make mistakes occasionally, and eliminate the gap of opinions among students, which is more conducive to group cooperation and effectively mobilize team spirit. An effective team leader is an important guarantee for cooperative learning. Third, reasonable arrangements for cooperative learning time
Ensure that students have time for cooperative learning in class. In general, the first 10? 15 minutes for students to work together. Teachers are also guides and participants.
Fourth, scientifically and effectively organize students to participate in classroom cooperation.
First of all, when learning a new class, the design of questions should be targeted and have problems. ? Target? It means that the questions designed by teachers should be accurate and appropriate, so that the difficulty of knowledge just falls on the potential acceptance ability that students can achieve through hard work, so that students have a kind of? Jump down and pick peaches? The pleasure of success, thus constantly building a new knowledge structure. ? Question? It means that questions should attract students' attention and stimulate students' passion to discuss them.
Secondly, when new knowledge and skills are formed, group discussion should create an opportunity for each student to think, talk and try, so that students can dare to doubt, ask questions and express different views from others. Are you online? Questioning? And then what? Debate? In this process, students' knowledge and skills are exposed in time, and then with the help of collective wisdom, they think and communicate in the interaction between teachers and students, fully display their own and collective strength, give play to their own personality characteristics, and make students become practitioners of learning activities and masters of learning.
Group cooperative learning is a kind of learning under the careful organization and guidance of teachers. It can fully mobilize students' initiative, enthusiasm and creativity in learning. Through listening, speaking, watching, touching and caring, students can consciously participate in the whole process of learning. Through group help, students' awareness of cooperative learning can be improved, and the joy of successful cooperation can be tasted, thus improving the teaching quality in a large area.
In order to further deepen education reform, comprehensively promote quality education, and cultivate students' abilities of autonomous learning, cooperative communication and active inquiry, our second-grade mathematics teaching and research group has carried out? Research on cooperative learning of primary school mathematics group? Activities. Because it has produced good results in improving classroom atmosphere and helping students form good quality, it is known as:? The most important and successful teaching reform in recent ten years! ? In the implementation of the new curriculum reform, we pay special attention to guiding students to carry out group cooperative learning. Briefly talk about the practice and thinking of our teaching and research group.
1. Create a situation
The purpose of creating situations is to stimulate students' interest in learning. Students in Grade Two are only about 7 or 8 years old, and it is their nature to be naive and imaginative. Therefore, the method I often use in teaching is to describe a beautiful fairy tale or an event close to children's lives. The problem to be solved is contained in this story or event. In fact, it is to set up a situation for students to solve mathematics problems around them, so that mathematics can be closely linked with life. The new textbook has edited a lot of situational teaching contents, with beautiful, vivid and delicate pictures, which are very close to students' lives and provide vivid and interesting materials for us to create situations. Creating situations can integrate mathematical knowledge into children's lives, and students are willing to accept it.
2. Clear learning tasks
In order to make students' group cooperative learning develop orderly and effectively, students must have clear learning tasks. That is, teachers explain to students the contents and objectives of learning, the methods of completing tasks, the standards of evaluation and so on. These tasks can be decomposed in addition to certain cooperation value, so that everyone in the group can participate and everyone has something to do! Students with clear learning tasks can avoid the blindness of group cooperative learning and fully reflect the effectiveness of group cooperative learning.
3. Cooperation and exploration
After students define their learning tasks, teachers should immediately guide them to start cooperative inquiry, which is the most important link in group cooperative learning. In this process, each student communicates with each other according to his own understanding and forms the learning results of the group. Moreover, each student should have a certain division of responsibilities and play a specific role, that is to say, the learning task has been implemented by individuals, and the team members cooperate to complete the learning task to ensure the effectiveness of group cooperative learning.
4. Communication and evaluation
Communication and evaluation is also a process in which students sum up their learning achievements and teachers receive information feedback and make judgments. When communicating with students, I ask students to express their views as clearly as possible. At the same time, I also ask students to learn to sincerely seek or evaluate the opinions of other groups in order to learn from others and make a positive summary. After listening to the students' exchanges and reports, I also want to briefly evaluate the cooperation process and results of each group, and use a small five-star or a small red flag as a reward.
Of course, as a new way of learning, group cooperative learning has not been used for a long time. In the process of teaching practice, although some achievements have been made, some problems have also appeared, and some problems have been bothering us. For example, if group cooperative learning is not handled properly, it is easy for gifted students to dominate the classroom, and the polarization of students will become more and more serious; Another example is how to ensure the effectiveness of group cooperative learning in a class with too large a class size. These problems need to be further studied and improved to make group cooperative learning play a greater role.
We believe that with the continuous development of the new curriculum reform and the continuous improvement of our understanding, our research on group cooperative learning will be further deepened. As practitioners of the new curriculum reform, we are willing to observe with our own eyes, express with our own language, think with our own minds, feel with our own hearts, and grow up with the new curriculum to meet the new era of mathematics education!
With the coming of the new school year, the teaching work of our curriculum reform group has also entered the second semester. Through the hard work and efforts of all the teachers in the curriculum reform group, we achieved good teaching results and accumulated rich experience last semester. In order to better carry out the curriculum reform, the problems existing in the process of curriculum reform last semester are summarized as follows, so as to make adjustments and improvements in the future teaching work.
First of all, there are several questions.
1. There is no effective interaction within the group. Maybe students are shy at first, and some can't express themselves on their own initiative.
2. The performance of gifted students and students with learning difficulties is unbalanced. Combined with the actual situation of the group, the performance of the students in the group is very inconsistent.
3. Pay attention to cultivate students' good listening habits. It should be emphasized that cooperation is not only a way of learning, but also an important goal of teaching. Students respect each other in discussions and learn to listen, which is also an essential quality of interpersonal communication. It is a common problem for children to express their own opinions without listening to others' opinions and exclude others. Without good listening habits, it not only affects the discussion effect, but also can't make the discussion deeper. In communication, we should pay attention to cultivating students' habit of listening to others' opinions carefully.
4. Gifted students are in a dominant position in the group and bear the main responsibility, while students with learning difficulties are in a subordinate or neglected position. In cooperative learning, gifted students often have certain conditions and requirements for cooperative communication and become the most active members of the group. Their potential has been brought into play and their personality has been publicized. However, some students with learning difficulties often lag behind the top students because of their weak foundation, lack of participation and initiative, and agility and profundity of thinking. They virtually lost the opportunity to think, speak and express, and were deprived of the right to study in disguise to some extent.
5, the classroom order is chaotic, the students are noisy, and they can't hear clearly whose thinking is not rigorous and whose thinking is not organized.
Second, the method of guidance.
1. Group cooperative learning is a way of learning, which needs education and guidance.
The basic concepts of mathematics curriculum standards point out that teachers should help students to truly understand and master basic mathematics knowledge and skills, mathematics thoughts and methods and gain rich experience in mathematics activities in the process of independent exploration and cooperative communication. Established? Independent inquiry and cooperative learning? The status and role of teachers has become an important concept for teachers to guide classroom teaching. At the same time, group cooperative learning as a realization? Independent inquiry and cooperative learning? As an important means, it will surely become a new way of learning for students.
2. Group cooperative learning is a learning skill and needs training.
Group cooperative learning is not only a learning method, but also a learning skill. Skills are not innate and need to be learned and trained. The above fragments also reflect that students' group cooperative learning skills have not been well trained, making cooperative learning a mere formality. How to train students' learning skills? I do the following exploration: 1, demonstrating the role. 2. Feedback control.
3. Group cooperative learning is a study habit, which needs to be strengthened.
Group cooperative learning should be cultivated and developed not only as a learning method and learning skill, but also as a learning habit of students. The formation of habits is not taught, but long-term. Teachers are required to be patient, persistent and motivated. In particular, group cooperative learning, a new learning method, requires teachers to guide and train in a planned and purposeful way.
In a word, the good learning quality of group cooperative learning can not be formed overnight, but can be gradually matured through constant guidance, long-term edification, mutual discussion, constant reflection and correction.
Summary 2: Summary of mathematics group cooperative learning
? Cooperative learning? It is a form of teaching organization. That is to say, through the study group * * * to study and discuss the multi-level problems designed by teachers in advance, the teachers patrol to observe, guide in time and give real-time feedback, so as to solve the problems in the process of student-to-student interaction and teacher-student interaction, so as to master the basic knowledge, improve the cognitive structure and optimize the thinking quality.