First, the scientific formation of study groups
The formation of study group is the premise and primary factor of developing group cooperative learning. Before grouping, the teacher should make a detailed understanding and analysis of the learning situation, personality and gender of the whole class. Each study group is generally composed of 4 to 6 people, and the collocation of group members can follow the principle of "heterogeneity within the group and homogeneity among the groups", and the whole class can be grouped according to the order of excellent, good, medium and poor, as well as personality and gender. After grouping, the overall level between groups is basically the same to ensure fair competition between groups. Each study group chooses the group leader, establishes the group name, group number, group training, group micro-group and group song, and enhances the sense of honor and unity of the group.
Second, guide students to master the skills of cooperation and the method of rational division of labor.
In the daily classroom teaching, when many teachers ask students to carry out group cooperative learning, there are often phenomena such as chaotic cooperation, too long cooperation time and difficult task completion. These phenomena are often caused by students' uncooperative or unreasonable division of labor. Therefore, teachers should persistently guide students to master cooperative learning skills and reasonable division of labor. Cooperation skills include how to listen to others' opinions, how to express their own views, how to correct others' mistakes, how to sum up others' opinions and so on. Mastering a reasonable division of labor includes: defining the responsibilities of team leader, recorder, spokesman and inspector. In order to make every student develop in an all-round way, every position in the group takes turns regularly.
Third, carefully choose the content of cooperative learning, presuppose the problems of cooperative learning, and ensure the success of cooperative learning.
Because it is not suitable for group cooperative learning at any time, teachers should carefully choose the content that has cooperative value and needs for students' learning as the content of students' cooperative learning according to the actual situation of students and the teaching content before class. After the cooperation content is selected, in order to ensure the success of students' cooperative learning, teachers should seriously preset the cooperation questions before class. For example, how to raise the question of cooperation, how long it will take and what effect it will achieve must be designed in advance. The problem of cooperative learning should be challenging, but not too difficult. If students don't cooperate, they lose the meaning of cooperation. The cooperation schedule should be reasonable. If the time is too short, the students will finish before completing the cooperative task, and they will lose confidence and interest in cooperative learning. If the time is too long, students will be idle, which will lead to the relaxation of discipline and affect the teaching tasks of this class. In the choice of cooperative learning content and cooperation opportunity, I think it is suitable for the following situations.
First of all, cooperative learning is carried out in the key and difficult points of teaching.
In the process of teaching, when encountering the key and difficult points of teaching, it often leads to the thinking obstacles of students' cognitive activities. At this time, through group cooperative learning, students' learning enthusiasm can be fully mobilized and they can be guided to overcome and solve the problems and difficulties they encounter through the knowledge they have mastered. For example, when learning the second volume of the seventh grade, "Solving Binary Linear Equations by Addition, subtraction and elimination", how to transform binary linear equations into univariate linear equations is the focus and difficulty of this class, and most students don't know how to transform them. In order to break through this key and difficult point, I arranged for my classmates to study the following questions in groups on the basis of 15 minutes of independent study.
(2) Use addition and subtraction to solve the following binary linear equations:
Group discussion: (1) When a binary linear equation group has an unknown coefficient with equal absolute value, how to transform the binary linear equation group into a univariate linear equation group? (2) When the absolute values of the unknown coefficients of the binary linear equations are not equal, how can we transform the binary linear equations into the univariate linear equations?
Finally, the teacher organized the whole class to communicate in groups and summed up the method of solving binary linear equations by adding, subtracting and eliminating.
(C) the deepening and expansion of cooperative learning
Deepening and expanding are often open and comprehensive. At this time, cooperative learning helps to expand students' thinking, stimulate their inspiration and form a unique understanding. For example, after the second volume of the seventh grade, "Practical Problems and Binary Linear Equation", the teacher organized students to write the application problems of binary linear equation in a cooperative way to see which group was compiled quickly and well. During the discussion, the teacher found that the students were very active and made up many distinctive topics, but the thinking angles were basically the same, so he reminded the students to consider making up topics from multiple angles, so that students could really deepen and expand their knowledge of binary linear equations and become more open-minded.
Fourth, the correct guidance of teachers.
The correct guidance of teachers has become an important factor for the success of cooperative learning. In students' cooperative learning, teachers should not stand by and walk to students from the "supreme" podium, but "squat down" to communicate with students on an equal footing, act as collaborators in students' learning and participate in students' discussions. Get students' learning information in the participation, give targeted guidance, especially answer questions with universality, and make full preparations for effective regulation and control of teaching. After students' cooperative learning, teachers should organize the whole class to communicate, let students feedback the information of cooperation, and make a certain summary according to the information feedback from students.
Verb (abbreviation of verb) establishes a positive evaluation mechanism.
Establishing a positive evaluation system based on group can stimulate the enthusiasm of group cooperative learning. Cooperative learning takes "Dont Ask For Help people are successful, but everyone wants to make progress" as the latest state of evaluation, takes all students as the center, stimulates each student's enthusiasm for learning, and guides them to turn the competition between individuals into the competition between groups, thus developing group learning competitions. Change individual scoring into group scoring, and combine individual praise with group praise. In a word, developing group cooperative learning is conducive to giving full play to students' main role and cultivating students' innovative thinking ability and interest in learning. As long as our teachers can constantly summarize and innovate the way of group cooperative learning in teaching practice, making it more perfect, more reasonable and more effective, we will certainly be able to achieve better teaching results and cultivate more outstanding talents for the country.