Mathematics Curriculum Standard emphasizes that hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics, and students' learning activities should be a lively, proactive and personalized process. The implementation of group cooperative learning means that in the teaching process, students and teachers and students inspire each other through independent research, democratic exploration, equal cooperation, finding and solving problems, improve their practical and innovative ability, increase their learning quality and individual quality, and form a lively, potential and proactive learning form.

(1) The background and significance of the research.

At this stage, we have extensively carried out the research on "cooperative learning in primary school mathematics group" in primary school mathematics classroom teaching, aiming at reforming the current classroom teaching mode with knowledge as the main teaching goal and teachers' teaching as the main feature, making the teaching process truly based on students' independent activities, giving full play to students' subjective role, organically combining students' individual inquiry with group cooperative inquiry, mobilizing all students' learning enthusiasm, and promoting students' subjectivity, creative spirit, practical ability, cooperative consciousness and communication ability. However, at present, cooperation in classroom teaching mostly appears in the form of cooperation, which does not fully reflect the real role of cooperative learning. There are still many shortcomings in cooperative learning in classroom teaching and many misunderstandings in the operation of group cooperative learning. We began to study these contents in order to have a deeper understanding of cooperative learning, give full play to the advantages of cooperative learning and optimize our classroom teaching.

At present, the main problems in classroom teaching:

1, classroom teaching lacks vitality. It is manifested in students' inactive thinking and language, lack of unique imagination, and lack of innovative consciousness and spirit. Students' learning revolves around teachers' teaching, which replaces students' learning. Students listen more, have less opportunities for independent thinking and self-expression, and are not interested.

There are still signs that teachers are "guiding" students to leave. Students learn passively, lack the consciousness of active participation, lack the practical activities of independent and cooperative learning, and try to teach and learn as much as possible without teaching or learning; Test more and learn more, test less and learn less, and don't test or learn.

3. At present, all schools generally pay attention to problem-solving skills and written tests, ignoring oral expression and practical activities; Attach importance to teaching conclusion and students' learning, but ignore learning process and students' learning; Attach importance to individual learning and competition, but ignore group cooperation and competition; Classroom discussion and learning often become a mere formality. This is far from the goal of curriculum reform and the requirements for students to learn to seek knowledge, learn to do things, learn to deal with things and learn to develop in the face of the future development of knowledge economy.

4. There are still some problems to be solved in group cooperative learning.

The establishment of (1) group cooperative teaching mode has solved the problem of low learning efficiency of classroom students at present.

(2) The cultivation of students' learning ability and cooperation ability.

(3) Scientific guidance and effective rules of cooperative learning.

(4) The resources and abilities of group cooperation have been improved.

(5) Solve the problem that cooperative learning among group members becomes a mere formality.

Therefore, it is particularly important to cultivate students' spirit of unity and cooperation. The new curriculum standard puts forward "actively advocating independent, cooperative and inquiry learning methods" and "students are the main body of learning and development" in the basic concept of curriculum. According to the characteristics of students' physical and mental development and mathematics learning, we should pay attention to students' individual differences and different learning needs, cherish students' curiosity and thirst for knowledge, fully stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and inquiry learning methods. The determination of teaching content, the choice of teaching methods and the design of evaluation methods will all contribute to the formation of this learning method. "It can be seen that cooperative learning has become a new way of learning advocated by the new curriculum standard, and it is also a major requirement of the new round of basic education curriculum reform. Therefore, it is imperative to study the effectiveness of cooperative learning in primary school mathematics groups.

(2) Analysis of the current situation and trend of the same research field at home and abroad.

At present, cooperative learning has been practiced all over the world. At present, effective teaching research centered on classroom teaching at home and abroad generally focuses on the following three aspects:

(1) environmental variable, that is, whether the environment of learning activities has certain influence and characteristics on the efficiency of learning activities.

(2) Process variables, that is, the classroom behavior of teachers and students, learning tasks, learning activities and other factors that have an impact on the effect of learning activities.

(3) Outcome variables, that is, teachers' expectations and educational achievements that can be tested by the goals and standards of effective teaching.

Since 1990s, group cooperative learning has developed vigorously. A number of provincial projects focus on cooperative learning, and more than 100 experimental reports and academic papers have been published, which have had a wide impact at home and abroad. The cooperative learning experiment has gradually been deeply rooted in people's hearts and has become an important symbol of the modernization of contemporary teaching concepts. We believe that cooperative learning will have a bright future, it will be more widely used, and it will become an organic part of the teaching system and penetrate into all aspects of school education.

Second, the definition of project-related concepts

Learning: refers to the inquiry activities around a given goal.

Group: a unit composed of several people. The group here refers to a heterogeneous group composed of students with different academic achievements, abilities, personalities, interests and genders. Students in the group actively help each other and undertake certain learning tasks.

Cooperation: refers to the cooperative behavior taken by individuals or groups to realize the same goal and consider how to solve problems through cooperation, which plays an important role in promoting individual intellectual development and social quality.

Cooperative learning: There are many different explanations about the concept of cooperative learning. The cooperative learning we study is characterized by student-student interaction. It is a teaching strategy system, which aims to promote students to cooperate with each other in heterogeneous groups and achieve the same learning goals, and reward them according to the overall performance of the group.

Group cooperative learning: refers to the teaching activities with the same goal orientation, which are based on learning groups, with students' interaction and cooperation as the motive resources, and with group achievements as the reward basis.

Third, the research objectives and contents.

This topic focuses on the coordination and cooperation of students in teaching. Therefore, the traditional classroom teaching mode can be greatly changed, and teachers and students can actively realize teaching in a relaxed and free atmosphere, thus winning an open learning environment and improving teaching quality. With students getting familiar with the experiment of curriculum reform, students can realize the behavior of independent exploration and cooperative learning. If the research of the subject can be fully integrated into the classroom, the teaching mode will be completely changed, so that students can consciously control and learn knowledge, dare to explore and become participants and explorers in learning activities, which is of great significance to tap students' potential.

(A) Research objectives

1. Construct the basic mode of "group cooperative learning" and change the traditional learning style of students.

Change from teacher-centered to student-centered to promote students' all-round and harmonious development; The traditional one-way teaching method has changed into interactive learning. This paper discusses how to construct the basic model of "group cooperative learning" in the classroom teaching process, so that students can master the effective strategies and skills of cooperative learning in the learning process. Through long-term and effective teaching practice, students' cooperative ability can be tapped, their cooperative ability and innovative ability can be cultivated, and the all-round development of students' quality can be promoted. Give full play to the main function and interactive function of the group, so that the talents of the top students can be displayed, the middle students can be exercised and the underachievers can be helped, thus stimulating the enthusiasm of students and further improving their learning ability.

2. Cultivate students' ability to communicate with others.

By encouraging students to communicate, listen, question, discover and appreciate, we can cultivate students' sense of cooperation, stimulate students' desire for communication, learn to get along with and cooperate with others, and promote the improvement of students' comprehensive quality.

3. Enhance students' collectivism.

In the process of cooperative learning, the atmosphere of helping each other, reminding each other and learning from each other will gradually become strong, and students often take pride in the success of the group, which will help to enhance their sense of collectivism.

(B) the focus and content of the study

Our research takes "the change of students' cooperative behavior" as the main line, "the orientation of teachers' role" as the leading factor, "harmony and effectiveness" as the main goal, supplemented by effective strategy research in other links. The specific tasks are:

① Analyze the influence of teachers' teaching methods on students' learning methods, study how to use group cooperative learning in classroom teaching in different years, and summarize successful experiences through typical classes.

② Cultivation of students' learning ability and cooperation ability. Only when students have certain learning ability and cooperation ability can they have higher learning efficiency and meet the needs of lifelong learning.

(3) Analyze the reasons that cause students' group cooperative learning to be "flashy", put forward the group cooperative learning mode of specific subjects, and summarize the experience through the study of typical lessons.

④ Cultivate students' good study habits. The goal is to learn to arrange the study time reasonably and complete the study activities as planned. Use reference books, reference books and campus network correctly to accumulate learning materials.

⑤ Strengthen the research of group cooperative learning, so that students can truly understand the value and connotation of group cooperative learning.

Fourth, the research ideas, methods and processes.

1, research ideas:

First of all, aiming at the problems existing in group cooperative learning in current classroom teaching, through research, investigation and analysis of the main factors affecting group cooperative learning, on the basis of learning related theories, the research purpose and methods are put forward.

Secondly, according to the core content of this topic, our research group conducted different forms of surveys on the related factors of teachers and students. Analyze the problems existing in cooperative learning, collect and sort out experimental data, and do a good job of pre-test. Continue to learn relevant theories, use literature method to conduct systematic research, and make innovations, and conceive the objectives, contents, processes, steps and methods of the research in the experimental implementation stage of this topic.

Thirdly, this topic has established five aspects to carry out research. During the research, the achievements and abilities of the experimental class and the control class before and after the experiment were investigated, compared and analyzed, and the information of the experimental results was obtained. The typical or characteristic experience of experimental teachers is reviewed and summarized, and the summarized experience is screened, summarized and refined to make it systematic and theoretical.

Finally, the research method is mainly used to sum up learning while practicing, constantly optimize group cooperative learning, and change from teacher-centered to student-centered to promote students' all-round and harmonious development; The traditional one-way teaching method has changed into interactive learning. This paper discusses how to construct the basic model of "group cooperative learning" in the classroom teaching process, so that students can master the effective strategies and skills of cooperative learning in the learning process.

2. Research methods:

This topic focuses on the strategy of cooperative learning in primary school mathematics groups, and mainly adopts the following research methods:

⑴ Literature research method: One of the preliminary work in the research process is to consult the literature related to this research, collect relevant research methods and research results at home and abroad, and provide theoretical support for the research.

⑵ Investigation and research method: through questionnaires and interviews. , collect relevant information about the actual situation of the research object, so as to find problems and explore the law.

⑶ Action research method: carefully study the action process in specific work situations, and practice, explore, modify and improve it according to the specific situations encountered in the research, so as to organically unify theory with practice and achievements with application.

⑷ Comparative research method: During the experiment, the results and abilities of the experimental class and the control class before and after the experiment were investigated, compared and analyzed, and the experimental effect information was obtained.

5. Experience summary method: review and summarize the typical or distinctive experience of experimental teachers, and screen, summarize and refine the summarized experience to make it systematic and theoretical.

[6] Case study method: collect and study typical, representative and special evaluation objects and cases, track and analyze the special situation of a group (or individual) in group cooperative learning, and summarize and extract information that is instructive and enlightening for evaluating other groups or individuals to guide evaluation research and evaluation practice.

(7) Scale evaluation method: On the basis of practice and research, the developmental evaluation scale of group cooperative learning is summarized and formulated. The evaluation subject evaluates the evaluated object (including himself) in the process of listening to lectures and observing, and constantly improves and develops the evaluation standards and mechanisms according to the evaluation indicators written on the scale.

Verb (abbreviation of verb) anticipates the result of the research.

1, project opening report report

2. Special report

3. Staged papers

4. Research report