Cooperative learning is based on the individual cooperative needs of students. When students encounter obstacles in solving a math problem, cooperative learning is valuable. However, in actual teaching, after teachers ask questions, they start group cooperation without giving students time to think. At this time, students (especially students with learning difficulties) have not had time to think about the problem situation, which will easily lead to the centralized discussion of top students in the group, making the discussion a mere formality and failing to achieve the purpose of cooperative learning. If the teacher leaves some time for the students, explain the problems to be solved clearly, think about what I want to do, and then organize cooperative learning. In this way, everyone can participate in group cooperation and improve the efficiency of group cooperation. Effective group cooperative learning can form an open and inclusive learning atmosphere among group members, encouraging and promoting each other. Can improve students' learning efficiency; Cultivate students' cooperative spirit; Stimulate students' interest in learning; Promote the progress among students. In the implementation of the new round of curriculum reform, we should pay special attention to improving the effectiveness of group cooperative learning while guiding students to carry out group cooperative learning. Some methods to improve the effectiveness of group cooperation, as well as some personal understanding.
First of all, forming a good study group is a prerequisite.
Group cooperative learning is the main form of classroom teaching. The most important thing in organizing group cooperation and communication is to establish a good study group. The common form of cooperative learning is: the teacher asks questions and let four people at the front and back tables discuss in groups. However, in the current school classroom, seats are often arranged according to the order of students' height and the collocation of men and women, which is obviously inappropriate. How to form a good study group? I think: according to the principle of homogeneity between groups and heterogeneity within groups, students in the class can be divided into several study groups, each with 3~6 people, and then each group member can be assigned a good job: a group leader is responsible for organizing discussion and cooperation; An operator, responsible for the specific operation; The recorder is responsible for sorting out the results of discussion or cooperation in this group. Every student is conscientious, and every cooperation is substantial and effective for them. Every time a teacher organizes a group to cooperate, it is also very easy, so there is no need to worry about who has nothing to do or "go it alone" in the group. The division of labor of each group member is not always the same. After a period of time, change the roles of the team members. The next time you are the group leader, the next time you are the reporter, and the next time you are the operator, you take notes, so that each student can understand several roles in the group and be competent, and understand that these tasks are indispensable.
Second, cultivating students' habit of cooperative learning is the foundation.
1. Cultivate students' habit of independent thinking.
Attention should be paid to making students who are not talkative talk. Teachers should strive to create conditions and leave time and space for those students who don't like to talk at ordinary times to think independently and speak boldly. For example, after asking questions, give students time to think independently before participating in the discussion. This not only forms the habit of independent thinking, but also ensures that every student has the opportunity to express his views. Make clear the preconditions of group cooperative learning. Teachers should make students understand through various activities and methods: I am a member of thousands of people in Qian Qian, and I must rely on communication and cooperation with others; It is a pleasure to associate with others. Everyone is my study partner.
2. Cultivate students' habit of learning to listen.
At present, the only child's self-centered personality is widespread, and he will not listen to others, let alone appreciate others. Therefore, in group cooperative learning, teachers should pay attention to cultivating students' habit of listening to others' opinions carefully. Let students realize that listening to others is not only a civilized and polite behavior, but also a good learning method. You will get a lot of inspiration from other people's speeches and gain more knowledge and methods. Form a good habit that one person speaks and other members listen carefully. In practical teaching, teachers should participate in group learning and guide students to learn to listen. For example, when one person finishes speaking, let another person repeat it; Give your own opinions on other people's speeches and let students learn to ask "What do you think?" "Why", "Is this thinking feasible", "Why" and "Do you understand students' thinking?" Pay attention to interpersonal communication, point of view confrontation and wisdom collision among students, and provide a good environment for continuously strengthening listening awareness.
3. Cultivate students' habit of cooperative practice.
The operation activities in group cooperative learning can not only reflect the collective wisdom, but also cultivate students' sense of cooperation, which is a good opportunity to communicate with others. Through cooperation, the students quickly completed the form, and after observation and thinking, they independently discovered the volume formula of the cuboid. Although a student can prepare this question, it is not comprehensive. Only when students work together, everyone works together, cooperates with each other, shows together and enjoys resources together can we gain more and wider understanding. This kind of learning task makes every student have the responsibility, which changes students' idleness in cooperation and encourages some unconscious students to actively participate in group learning. Such activities fully reflect the advantages of group cooperative learning and stimulate students' interest in cooperative learning.
4. Cultivate students' proficiency in cooperative skills.
In cooperation, teachers need to make arrangements in advance, clarify the rules of cooperation, and let students master the necessary cooperation skills, including how to listen to others' opinions, how to express their own opinions, how to correct others' mistakes, how to learn from others' strengths, and how to sum up everyone's opinions. Therefore, it can be stipulated before the group cooperation: before the discussion, the group members should think independently, write down their own ideas, and then arrange them by the team leader. Each member will speak his mind, others will listen and discuss. After the collective opinion is formed, the recorder will sort it out. In this way, everyone has the opportunity and time to think.
Thirdly, it is the key to grasp the appropriate cooperative learning opportunity.
According to the theory of cooperation, the value of cooperation lies in the complementary advantages among students through cooperation. Teachers should choose the opportunity of cooperation reasonably, because not everything needs cooperation, otherwise cooperative learning will lose its meaning. Therefore, when preparing lessons, teachers should conduct in-depth research on the teaching materials and make clear the new ideas to be embodied in the teaching materials. The content of cooperative learning should be challenging, valuable for exploration and discussion, and open. , but also explore appropriate opportunities for cooperation, such as when the individual operation can not be completed, students have difficulty in thinking and exploring, and need to inspire each other, when the answers are diverse and the questions involve a wide range, when the students' answers are not comprehensive and need to exchange students' opinions, it is appropriate to adopt group cooperative learning, so that they can think calmly and analyze rationally in the group.
1. Students think independently and cooperate when they have difficulties.
In group cooperative learning, the questions raised by teachers are often challenging, and it is normal for students to think independently. Therefore, in the practice of group cooperation, teachers should try to design some: it is inconvenient for one person to operate, and the content can only be operated by two or more people. At this time, group cooperative learning should be adopted to encourage students to discuss, and teachers should guide them in time, so that students can experience the process of solving knowledge personally, which can more effectively promote students to gain a real understanding of mathematical knowledge. Pupils are naive and imaginative, which is their nature. Therefore, in teaching, students are provided with a situation to solve math problems around them, which makes the relationship between mathematics and life closer. Scenes run through the new teaching process in the whole classroom, thus integrating mathematics knowledge into our lives. This kind of classroom students are willing to accept, and students will take the initiative to explore and learn. The students are very interested. Very motivated. At this time, each member of the group will discuss and communicate from different angles, learn from each other's strong points and let the students sum up the calculation rules themselves. This is the knowledge that students consciously acquire, so they will remember it deeply.
2. Students will cooperate only if their personal thinking is not comprehensive.
The content of mathematics is abstract and profound, and there are various methods to solve problems. Sometimes, due to the limitations of students' personal understanding of the question, it is often difficult for a person to answer the question comprehensively. At this time, we can consider the form of group cooperative learning, so that several members of the group can discuss together and learn from each other's strengths, so as to understand mathematics problems more deeply and comprehensively. Through group cooperative learning, let students see another perspective of solving problems from other students. It cultivates students' comprehensive thinking ability and expands the thinking of solving problems. Through this kind of communication, students can understand different thinking methods, promote each other and form an interactive learning atmosphere.
3. Leave some time for students to think independently before cooperation.
Cooperative learning is based on the cooperative needs of individual students. Cooperative learning is valuable when students encounter difficulties in solving a problem independently and need to seek help from others. Therefore, after problems appear in teaching, teachers should not rush to organize students or let them discuss, but should leave some time for students to think independently, and then participate in the discussion after each student has his own ideas. At the same time, teachers encourage students to express their independent views. When students are hesitant, teachers should not interrupt their speeches in a hurry. Students should have enough time and space to speak, supplement, revise and debate, so that students of different levels can fully express their opinions. Group cooperative learning is just right, which cultivates students' comprehensive thinking ability and expands the thinking of solving problems in the process of communication. Further cultivate students' listening ability, reflection ability, acceptance ability and appreciation ability.
4. Appropriate praise and criticism is the catalyst.
"Mathematics Curriculum Standard" points out: "Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning." Similarly, the success of cooperative learning is inseparable from the guidance and participation of teachers. On the one hand, the cooperative learning materials provided by teachers to students should be "novel, vivid and interesting", which makes students feel novel and has inquiry value. On the other hand, teachers at this time must observe and intervene in the cooperative learning of each group on the spot to provide them with timely and effective guidance.
We should use educational evaluation to encourage cooperation. Teaching evaluation is an inseparable and important part of the whole teaching process. At the end of the discussion, we should not only pay attention to the report of learning results, but also pay attention to the evaluation of the cooperation process.
Teachers consciously strengthen the sense of collective honor of "groups" in daily teaching, that is, evaluating groups. For example, carry out activities such as "which group has more red flags" and judge the "most United group" and "red star group". As a result, there are scenes of interaction, mutual assistance and mutual encouragement in the group, thus comprehensively improving the quality of students. At the end of each inquiry activity, teachers praise the best group according to the discipline and organization of inquiry activities, and at the same time, they can criticize the problems existing in some groups, so that students will not have such problems or less in the next group cooperative learning, and the mathematics inquiry activities will be improved day by day. If some student groups are well organized, they can quickly complete the research on the problems they explore; However, due to the unreasonable division of labor within the group, some groups did not complete the exploration within the specified time. After the teacher points out, it can promote each group to attract attention in the following group cooperative learning, thus making this kind of praise and criticism a catalyst to promote students' group cooperative learning.
In short, group cooperative learning, as a learning ability, needs teachers to cultivate step by step and persistently; As a learning method, group cooperative learning needs to be gradually formed under the scientific guidance and timely teaching of teachers; As a learning interest, group cooperative learning needs to be developed under the guidance of teachers' teaching ability and teaching art. Improving the effectiveness of group cooperative learning is something that every teacher should seriously explore. Improving the effectiveness of group cooperative learning is what every student should do; It is necessary to improve the effectiveness of group cooperative learning in each class. Let's try our best to explore the effectiveness of group cooperative learning in mathematics classroom teaching and make mathematics classroom teaching really effective.
Mathematics is a kind of wisdom, which contains wonderful, concrete and abstract thinking, inheritance and transcendence of numbers an