Improvement:
First of all, we should design appropriate questions.
Teachers should choose the appropriate content according to the teaching content and students' actual situation, and design the difficult questions suitable for discussion, so as to ensure the maximum effect of cooperative learning in the discussion.
Generally speaking, simple learning content can be solved only by students' independent learning or teachers' whole class teaching, and there is no need for group discussion. For some complex and comprehensive contents, such as the key points and difficulties in teaching and the difficulties in students' learning, teachers can design some exploratory and divergent questions to stimulate students' inquiry spirit and conduct group discussions.
One tendency to pay attention to is to discuss for the sake of discussion, that is to say, discussion should not be organized to cater to fashion and pursue form, and every discussion should be held only when necessary. The number of group discussions in a class should not be too many to avoid randomness and formalization.
Second, in the actual teaching activities to choose the right time, we can grasp from the following four aspects:
1. When students have questions, hold group discussions where students have questions and disagree, so as to promote students' thinking. The teacher put the controversial questions down to the group in time, let the group discuss and debate, clarify right and wrong in communication, and finally get the correct answer through their own exploration. This discussion not only cultivates students' cooperative spirit, but also trains their thinking, which lays a solid foundation for their future development. 2. With various answers, there are many open questions in teaching. The solution strategy and answer to the "open" problem are not unique. However, due to age and other reasons, students' thinking ability is limited and it is difficult to think from multiple angles. Through group discussion, they can inspire each other, communicate with each other and show all kinds of thoughts and conclusions.
3. When teaching is difficult, teachers can organize group discussions on the key and difficult points of teaching content, which can give full play to students' main role and cultivate students' ability to explore knowledge and find problems. When students can't complete their own exploration, they must seek the help of their peers. At this time, cooperation is most effective.
4. After independent thinking, group discussion is based on personal needs. Only when students think independently and have the need for communication can group discussion have a solid foundation, and such cooperative learning will be effective. Otherwise, students are eager to discuss problems before forming independent opinions. Because students' thinking is not completely open, they are easily assimilated by other people's views, resulting in conformity. Therefore, it is particularly important to give students enough time to think independently before cooperative learning.
Third, we should construct discussion groups reasonably.
(1) To give full play to the role of group learning in a reasonable arrangement, it is a prerequisite to do a good job of grouping. Reasonable construction of discussion groups is the basis and premise for students to carry out cooperative learning. First of all, students should be comprehensively evaluated according to their basic knowledge, learning ability, intelligence, gender, psychological quality and hobbies, and then grouped.
(2) After establishing a cooperative learning group with a clear division of labor, it is necessary to clarify the responsibilities of each member of the group and highlight the role of each individual, so that everyone is not only responsible for their own learning, but also obliged to help others make progress and be responsible for the learning of other students in the group. There are usually team leaders, recorders, reporters and so on.
(3) Learn to listen. First of all, when discussing in groups, remind students to speak quietly. Only one person can speak in a group, and there can be no interaction between groups. Experiments show that the best state in class is that it is difficult for teachers to hear someone's voice from the discussion in each group. Secondly, cultivate students' habit of listening to others' opinions. In communication, everyone should listen carefully to other people's speeches. Let students listen to others' opinions clearly and carefully step by step, which is not only respect for others, but also inspiration and understanding from others' opinions.
Fifth, we should do a good job in the role orientation of teachers.
(1) Attaching importance to cultivating students' cooperative learning requires the cultivation of teachers. To achieve high quality group discussion, teachers need long-term training. Teachers should not only provide space for study and discussion, but also teach discussion methods so that students can learn to cooperate. After putting forward the requirements of discussion, we should also pay attention to the training process and carry out necessary training in order to form our ability.
(2) Teachers should guide students to discuss in an orderly manner and prevent group discussions from going through the motions. We should guide students to learn to express their views. Clever guidance in discussion will stimulate students' interest in discussion, so that they can participate in learning more actively. We should guide students to learn to respect and listen. Students should be instructed how to feedback the discussion results and learn to respect and affirm the report results of other groups. Let's learn from each other, inspire each other, and achieve the goal of * * * common learning and * * * common development.
(3) Control at any time In group discussion, teachers must not stand by and think that they have nothing to do with themselves. They should actively participate in the discussions of different groups. In addition to teaching students how to discuss, we should also monitor whether the students' discussion is effective. In group discussion, when the floodgates of students' thinking are opened, they may sometimes deviate from the topic of discussion. Teachers should pay attention to observation, guide and guide students' discussion into the topic of discussion. Correct the deviation in time. When students encounter learning