First, form a reasonable study group.
Cooperative learning refers to mutual learning in which students have a clear division of responsibilities in order to accomplish the same tasks in groups or groups. It is a teaching activity based on group learning. Establishing scientific and reasonable study groups is an important prerequisite for effective cooperative learning.
1, and the number of groups should be moderate.
The number of people in group cooperative learning should be moderate, generally 4-6 people are appropriate. This is convenient for students to communicate and show their interaction and fit. Senior pupils are older, have a high level of thinking, are literate, have strong language skills and a strong sense of cooperation, so it is most appropriate to advocate group cooperative learning. The content of cooperative learning can be based on deskmate interaction. The number of cooperative learning can be gradually increased and gradually transitioned to a group of 4-6 people.
2. Team members should be reasonable.
Because students' knowledge level and cognitive ability are different, they will have different reflections on the key points and difficulties of the same teaching content. Some students are full of confidence, some students are hesitant and afraid of difficulties, and some students are waiting blankly. Therefore, cooperative learning groups should be carefully planned and arranged, and human resources should be fully deployed according to the differences of students' knowledge base, learning ability, hobbies and psychological quality, so that members can influence each other, learn from each other and learn from each other. Groups are equal, which is convenient for comparison and competition among groups.
3. The people in the group should have a clear division of labor.
As the saying goes, "a bird can fly without a head, and a soldier has no courage." Cooperative learning without rules and division of labor can easily become a "free market", which is noisy and disorderly, difficult for cooperation to be effective, difficult for teachers to control and impossible for activities to be carried out normally. Only a clear division of roles can bring about the success of cooperation. Therefore, the team members should have a clear division of labor, such as team leader, recorder, chief rapporteur and second rapporteur. The selection of team leader should be more careful, and having a good team leader is a necessary condition for smooth cooperation. In addition, including the team leader, the division of labor of the team members should be rotated regularly, so that each student can develop in many ways.
Second, let students master the skills of cooperation.
The process of cooperative learning is not only a cognitive process, but also a communication process and an aesthetic process. In the process of cooperative learning, students can learn to communicate, express, listen, ask questions and be human.
1, learn to listen
Listening is an important part of cooperative learning and listening is a virtue. Learning to listen is learning to overcome impetuous and careless actions when talking with others and listen carefully to others' speeches. Do not interrupt or interrupt at will. But you can't listen perfunctorily, you should speak from your heart. Members of the cooperation team must listen to the teacher's questions, understand the requirements of division of labor, understand the speeches of other students, and also listen to praise and criticism. Listening is also a learning. Learning to listen allows us to learn from many talents, make up for our own lack of thinking, sprout inspiration and learn from others. It can also help us form the good habit of respecting others.
2. Learn to express.
Language expression is the basis of communication and interaction with others. Cooperative learning is not enough just to listen. Every student must learn to express. Everyone should dare to speak, want to speak and be good at speaking. Pass on your ideas to your study partners through language, and both sides can understand and cooperate with each other. Teachers should guide students to use language, words and pictures to describe the morphological characteristics, viewpoints and conclusions of things in cooperative inquiry. In particular, we should mobilize students who have few opportunities to speak, cultivate their courage to speak, and give them opportunities to express themselves and succeed.
3. Learn to cooperate and communicate.
Discussion and communication are the key to solving problems in cooperation. After each member expresses his own ideas, there may be inconsistencies, which need to be discussed and communicated to overcome difficulties and form a solution to the problem. Members of each group should realize that the success of the group depends on the efforts of each member and realize their responsibility to the group. Teachers can strengthen the sense of collective honor of the study group by selecting the "best group", "successful group" and "progressive group", so as to turn the sense of responsibility of each group member into motivation, so that everyone in the group can participate in cooperation, unite and help each other, thus comprehensively improving students' comprehensive quality and enhancing their awareness and ability of cooperation and exchange.
4. Learn to question.
"There is no doubt about being a student, and progress can only be made if there is doubt." In group cooperative learning activities, while affirming the advantages of others, we should also dare to question them. Learning to question plays an inestimable role in students' in-depth exploration of problems, mastery of learning rules and self-improvement. If in doubt, you should ask the reason immediately. Teachers should guide students to disagree with the speeches of teachers and classmates, and dare to put forward, question and express their opinions and argue with each other. If they don't understand, they should ask the other party for further explanation. Think of what the students didn't expect, and be brave enough to add what you didn't finish.
Third, choose the content of cooperative exploration appropriately.
Cooperative learning is a method in classroom teaching, not all teaching methods, and may not be able to cooperate and communicate. "Good steel should be used on the cutting edge" Cooperative learning should be based on individual needs. Only when students encounter difficulties and need help from others can cooperative learning be valuable. Through practice, I think we should set up a cooperative learning link according to students' learning situation, and consider the problems to be solved and the goals to be achieved before setting up this link.
1, when excavating new knowledge, carry out group cooperative learning.
The compilation of new textbooks has certain openness and creativity. Some open and exploratory problems can be solved by multimedia strategies, while students are single and often can't think of multiple answers. At this time, teachers can use the way of group cooperation and communication. On the one hand, it provides every student with an opportunity to express his ideas. On the other hand, we can brainstorm from multiple angles, which is convenient for students to discover the strengths of others, break through the limitations of personal thinking and broaden their horizons. Through group cooperative learning, students can generate unexpected sparks of innovation.
2, hands-on operation, to carry out group cooperative learning.
When looking for hands-on exploration, such as "circle" teaching, and organizing students to operate experiments to perceive the relationship between the circumference and diameter of a circle, it is difficult for students to measure the circumference of a circle by themselves, and it is also difficult to find the internal law in a set of data, so it is easy to explore the relationship between the circumference and diameter of a circle through cooperation and communication. In this way, cooperation comes from the actual needs, and the effect of cooperation is naturally obvious.
3. Disagreement is easy to occur, and group cooperative learning is carried out.
In the process of solving problems, when some problems are prone to different opinions, it is most worthwhile to carry out group cooperative learning. The discrimination, judgment and debate between the group and the whole class can lead to the collision of thinking, so that students can explore in cooperation and feel in communication, thus experiencing the value of cooperation and promoting the cultivation of students' sense of cooperation. For example, an open question is designed in the teaching of plane graphics: what kind of graphics can be obtained by dividing a square into two parts along a straight line? Due to the limitation of students' intuitive experience, it is easy to have differences in understanding. At this time, guiding students to do experiments and deepening discussion can clarify the original vague understanding and let students better experience the value of cooperation and communication.
Fourth, teachers should play their role in cooperative learning.
The practice of group cooperative learning strengthens the consciousness of "students are the main body", giving students back time and classroom space. Teachers should consciously patrol, listen and observe among groups, listen to students' discussions, observe students' cooperation and give effective guidance. For example, when there is silence in group cooperation and communication, teachers should assist the group leader to organize discussions and mobilize the enthusiasm of students to participate; When the discussion deviates from the topic or is blocked, teachers should give timely guidance and inspiration; When there is disorder in the classroom, it should be standardized in time; Individual groups successfully completed the cooperation task, and teachers should give praise on the spot.
Fifth, give students sufficient communication time.
Only by giving students enough time can students have enough space for thinking and imagination, and students can truly achieve effective cooperation. Therefore, our teachers should create a good activity time and space for students to discover, explore and create in this space. The good quality of cooperative learning can not be formed overnight, it needs the constant guidance and long-term edification of our teachers. Guide students to improve learning efficiency through cooperation, so that group cooperative learning can play its due educational function. Let students learn in cooperation, explore in cooperation, innovate in cooperation, experience the fun of cooperative learning and feel success. Establish a firm belief that "no one can achieve lasting success without the assistance and cooperation of others", thus forming the habit of unconsciously using cooperation to solve problems in life.