First, the concept of group cooperative learning
Carrying out group cooperative inquiry learning in mathematics classroom is a kind of teaching form with students as the center and groups as the form, which * * * learns, promotes each other and improves * * * for the same learning goal. It is a teaching strategy and learning organization form corresponding to individualized learning, and it is a mutual learning activity in which students complete the same tasks and achieve the same goals in groups under the guidance of teachers and solve some difficult problems that are difficult for individuals to solve in learning.
Second, the implementation of cooperative learning
1. Reasonable grouping is the premise of successful cooperative learning.
In order to carry out effective group cooperative learning, students must be grouped reasonably first. The composition of the group should be decided by teachers and students, taking into account students' grades, personality, gender, communication skills, etc. At the same time, it is necessary to guide students to learn to get along with different people, especially those with poor communication skills and unsatisfactory academic performance, and strive for the progress of students in the group, requiring every member of the group to devote himself wholeheartedly and participate in the whole process. The number of people in each group should be appropriate. The same table naturally forms a group, and the front and back tables form a large group. This way of grouping by seat is relatively simple to operate, and the members of the group are relatively fixed. Each group shall appoint a team leader, who may take turns to serve.
2. Establishing the evaluation mechanism of group cooperative learning is the guarantee of the success of cooperative learning.
Group cooperative learning should really improve students' academic performance and turn competition between individuals into competition among groups. In other words, every student in the group can succeed only if every member of the group succeeds. Cooperative learning does not seek common success, but common progress. It can be seen that the achievement of the study group is not only whether it can achieve a certain group goal, but more importantly, whether it can improve the academic performance of each member. Therefore, when evaluating group cooperative learning, we should combine the learning process with the learning results, and combine the collective evaluation of the cooperative group with the individual evaluation of the group members. On this basis, pay attention to process evaluation and group evaluation, and truly realize the development goal of each student.
3. The content of cooperative learning
Effective activities are necessary for the success of cooperative learning. According to the teaching arrangement and teaching content, different group learning activities can be carried out before, during and after class respectively.
Third, teachers should play the role of promoters of cooperative learning.
Teachers should combine the current English teaching knowledge and experience, choose topics closely related to students' daily life, design specific topics and specific training tasks, and let them actively try and experience in their daily study and life, which is also a challenge to their original teaching concepts and abilities. Therefore, teachers should make full preparations before class, such as designing the contents and methods of group activities, determining the time of activities, and properly using cooperative learning to make cooperative learning successful.
Fourth, effectively carry out group cooperative learning activities in the classroom.
Group cooperative learning activities in classroom learning should be naturally integrated into classroom teaching design. English textbooks for junior middle schools have diverse themes and are close to students' lives, so they are good materials for students' cooperative learning. Therefore, in classroom teaching, teachers should consciously focus on the teaching content, create a situation that is convenient for group communication, and systematically guide students to actively and creatively carry out verbal communication activities.
1. Activities within the group
After self-study, students will inevitably encounter problems that are difficult to solve by themselves. Therefore, everyone is required to report to the group about their understanding of the goal and the problems that cannot be solved when they are active in the group. The team leader will summarize the problems that each team member can't solve, and then start a group discussion on the content of the questions answered by each team member and the difficult questions raised. In this process, we should fully mobilize the initiative of the backward students in the group to ask questions and the enthusiasm of the outstanding students in the group to help others, so that as long as there is one person in the group who can, no one can't, that is, "teach soldiers", so as to achieve the goal together. Finally, the group leaders summed up the problems that could not be solved after the group discussion, so as to put forward them in the communication between groups.
2. Ask and answer questions among students.
After the group discussion, the group communicates, that is, the whole class communicates together. Teachers let the representatives of the mature group speak first, report their understanding of knowledge, and put forward the difficult problems of the group. Other groups supplement, ask questions and evaluate, and discuss among groups to help solve these problems.
At this stage, teachers should encourage students to use their brains and express their opinions, and pay special attention to letting underachievers speak. At the same time, we should encourage students to dare to be unconventional, question or object to the so-called authoritative views of books and even teachers, so that every student can exchange their views boldly and heartily in class. In this way, students can actively acquire knowledge and improve their self-study ability and various thinking abilities such as analysis, judgment and reasoning. And unconsciously, students' language ability has also been improved, and their learning potential and creativity have been brought into play; What's more important is to cultivate students' spirit of unity and cooperation, and overcome such unhealthy psychological qualities as self-centeredness and timidity.
3. Teachers' centralized teaching, guidance and induction.
Through students' self-study, group discussion and inter-group discussion and cooperation, students have a full understanding of the knowledge needed in the classroom, teachers have a clear understanding of the problems existing in the process of students' self-study, and have done a full "second lesson preparation". On this basis, it is natural to answer questions.
Fifth, the results and significance of group cooperative learning.
Practice has proved that using group cooperative learning in mathematics classroom can not only effectively improve classroom efficiency; Moreover, it can cultivate students' habit of using their brains and creating thinking, which is helpful to cultivate qualified and useful talents.
(1) Students have the experience of cooperating with their peers to solve problems in * * * activities, feel the collective role, and learn to communicate and cooperate with others in problem-solving activities, which embodies the spirit of mutual assistance in groups. Students actively participate in the discussion of problems and express their opinions boldly. On the whole, the classroom atmosphere is warm, students' interest in learning is improved, and group cooperative learning makes students really "move" in English class.
(2) Due to the emphasis on full participation, students, both excellent students and students with learning difficulties, have become "closely related, ups and downs * * *", which has been improved and developed in the process of helping and being helped. For example, role-playing, requires students who study well to partner with students who have difficulties in learning, and * * * to complete the role-playing task together. In this way, students with learning difficulties, with the help and drive of good students, successfully perform in front of the whole class and win their confidence. At the same time, students who study well have a great sense of accomplishment when they are a "teacher".