Abstract: Group cooperative learning is based on the concept of new curriculum standards, aiming at the actual situation of class students, teaching materials and so on. In classroom teaching, in order to accomplish the same task in the form of groups or groups, students conduct organized independent, cooperative inquiry and exchange learning forms by creating situations.

Keywords: cooperative learning primary school mathematics classroom teaching group

Group cooperative learning means that students take groups or teams as units, and in order to accomplish the same learning tasks, students take groups as learning groups. Carry out organized and guided activities of mutual teaching, learning and assistance. Because it has produced good results in improving the classroom atmosphere and helping students form good quality, many teachers now attach importance to the design of group cooperative learning in the classroom teaching process. Therefore, how to organize group cooperative learning effectively in mathematics teaching is a subject worthy of our consideration. Group cooperative learning is just one of many learning styles of students in mathematics classroom teaching, and there is no fixed operation mode. In my classroom teaching, this is how to guide students to carry out group cooperative learning:

First, choose the theme of creating situations to stimulate motivation.

Because of the situation of mathematical problems, the relationship between mathematics and life is close. The main purpose of creating situations is to communicate the relationship between mathematics and life, guide students to abstract mathematical models from real situations, and stimulate students' interest in learning. Teachers who create situations should accurately grasp students' cognitive basis and closely connect with students' real life, which contains a large number of mathematical problems. However, primary school students are often concerned about and easy to explore those issues that are close to their daily lives. Therefore, the mathematics situation should pay more attention to what they care about and the experience they have gained in life, so as to make children's experience mathematical, make the classroom full of interest and mathematics atmosphere, and show the soul of mathematics class. Only in this way can students' mathematical thinking be effectively stimulated. In teaching, teachers should let students experience the process of mathematization, so they should give full play to students' main role, create specific situations and show some challenging background materials, so as to trigger new mathematical problems and activate students' desire to explore. Guide students to discover the phenomena and laws of problems, and use existing knowledge and experience to solve mathematical problems in life. For example, when teaching axisymmetric graphics, I let students fully perceive the symmetry of graphics in activities such as origami and paper cutting, and create drums or several situations in this activity. Teachers can use knowledge background, fresh perspective, curiosity, activity and controversy to construct learning activities conducive to cooperative inquiry learning. In this process, each student communicates with each other according to his own understanding, for those who are very simple.

Individual items, students already know or are familiar with the learning content before learning, can be completed through self-study reports. If necessary, they can make some extensions to guide students to make further reasoning. For those complicated students who have certain knowledge and experience, but the content is vague, they can be guided to complete through cooperative inquiry and discussion, and form group learning results in group cooperative inquiry.

For example, after learning about RMB, I asked the children to shop in groups, so some of them worked as salespeople, and some used coins in school tools to buy things at different prices. Everyone is in high spirits. Make students actively use what they have learned in the joy of self-satisfaction and narcissism, stimulate their interest in learning, and facilitate students to flexibly use the RMB knowledge they have learned in future commodity exchange. It also broadens students' horizons, gives full play to the advantages of group cooperative learning and tastes the fun of cooperation.

Fourth, exchange evaluation and enhance confidence.

Communication evaluation is a process in which students show the results of group cooperative learning, teachers receive information feedback and make judgments, and it is also the last link of group cooperative learning. In student communication, students are required to express the results of group activities as clearly as possible, and at the same time, they are required to learn to solicit opinions or comments from other groups with an open mind in order to learn from others and make a positive summary. After listening to the students' exchange reports, teachers should give priority to encouragement and give targeted hierarchical evaluation to the cooperation process and results of each group. In the evaluation of teachers, we should highlight the whole group, not the students in the group. Let children grow better in cooperation and develop continuously in the collective.

In a word, group cooperative learning is an important way to cultivate students' innovative consciousness and practical ability, and also an important way to promote students' learning and communication. We need to explore and study hard to make this learning method more scientific and effective.

References:

1 New Curriculum Standard for Primary School Teaching 20 1 1 Edition

How to make group cooperation more effective in mathematics classroom teaching

Abstract: With the rapid development of modern science and technology, the upgrading of information technology is changing with each passing day. A person who has no learning ability can hardly succeed in this era. Everyone should have the ability of lifelong learning. The scientific research of modern education is more and more in-depth and scientific. It is found that group cooperative learning can cultivate students' ability to find and solve problems. Group cooperative learning can give full play to students' subjective initiative and is more and more loved by students. At the same time, it has also injected vitality into the classroom, which is increasingly recognized by many teachers. How to make group cooperative learning more effective without becoming a mere formality? First of all, it is necessary to form a scientific team and build a cooperation platform; Secondly, we should design reasonable content to reflect the value of cooperation; Secondly, it is necessary to clarify the cooperation requirements and pay attention to the cooperation process; Fourthly, it is important to use modern scientific achievements and information technology to provide students with learning means and auxiliary tools. Finally, we should actively sum up the evaluation and stimulate the enthusiasm for cooperation. Group cooperation can complement each other's advantages, promote knowledge construction, cultivate students' awareness and ability to cooperate with others, generate interest in learning mathematics and improve the efficiency of learning mathematics.

Keywords: classroom teaching group cooperation