With the deepening of the new curriculum reform, due to objective reasons such as insufficient investment in education, excessive class size, shortage of resources, and subjective factors such as teachers' lack of understanding of new concepts in the new curriculum, cooperative learning often becomes a mere formality. Now choose a few typical examples in junior high school math class for perspective:
Example 1: Although students sit in groups and several people are together, the group often becomes the "centralization" of top students, and their opinions and ideas are arranged by their own team members.
Example 2: Teachers did not clearly arrange the cooperative tasks and requirements in cooperative learning, and students lacked cooperative skills, so they could not actively and effectively discuss the key points. You talk about yours, I talk about mine, go your own way, talk about topics unrelated to study, argue and quarrel, and the workload is too heavy for the teacher to take care of at all.
Example 3: Although students have cooperated and exchanged ideas, it is a waste of time for teachers to give students some questions that are not worth discussing, because they have not correctly understood the main idea of cooperation, and there are also some questions that really need cooperation. However, as soon as problems appear, teachers immediately organize group cooperation and exchange, instead of guiding students to explore and think deeply first.
Looking at the above phenomenon, teachers only pay attention to the form of cooperative learning-let students study together in groups, but ignore the essence of cooperative learning-through cooperative learning, improve learning efficiency and cultivate good cooperative quality and study habits. Then, how to grasp the characteristics of the new junior high school mathematics textbook and improve the effectiveness of cooperative learning? I think the following aspects should be done well.
First, cooperative learning should present the essence of mathematics and achieve teaching objectives.
In cooperative learning teaching, firstly, create problem situations, show students the content of cooperative learning, and put forward cooperative learning goals. In order to make cooperative learning really effective, it is necessary to study the teaching materials deeply, make clear the new ideas that need to be experienced, carefully design the teaching content suitable for group cooperative learning, and follow the principle of "the difficulty is greater than the individual's ability, but less than the group's joint efforts".
For example, in the first-year course "Looking from three directions", we organize students to give examples of life from different directions, and everyone actively expresses their views in the activities:
Health 1: We look from the front when taking pictures.
Health 2: Many drawings for building houses are also viewed from the front.
S3: I often watch NBA basketball games on TV. When those coaches use black pens on the whiteboard to arrange tactics for the players, they give me the feeling of looking down. Also, in the football match, the lens playback after the goal, whether the ball crosses the end line, is often viewed from the side; The linesman looked from the side to see if the attacker was offside.
Health 4: I think in the sprint competition held in school, the judges are all sitting on the record table at the finish line, and the athletes are all looking from the side when they sprint to the finish line.
Health 5: The picture of Liu Xiang winning the Olympic Games is often shown on TV, which is viewed from the front.
……
Through the tense speech, students have a clear understanding of the learning objectives in three directions, and have a clear understanding of the three concepts of front view, left view and top view.
Second, seize the opportunity of cooperation and let students cooperate actively and effectively.
The development of cooperative learning is often closely related to the content, form and difficulty of raising questions and discussing in class. The key is that teachers should correctly grasp the opportunity of cooperation, take the form of cooperative learning in time according to teaching needs, let students realize the value of cooperation, and organize cooperative learning actively, orderly and effectively.
1, in key and difficult points. The focus and difficulty of teaching are often the difficulties that students understand and master. Strengthening the cooperation between these places will help to achieve the teaching objectives. For example, in the section "Square Difference Formula", the derivation process of square difference is the focus of all students' study, and how to summarize the formula is the difficulty of teaching. In teaching, teachers first show four calculation problems:
( 1)、( 1+3X)( 1-3X) (2)、(a+3)(a-3)
(3)、( 100+2)( 100-2) (4)、(X-4)(X+4)
The teacher asked the students to find the answer first, and then inspired: Let's find it ourselves. What are the laws of these four questions? After a few minutes, students will be organized to cooperate and communicate, and teachers will go deep into each group to strengthen guidance according to different situations. Then the spokesmen of each group center communicate with the whole class on behalf of the group, and finally derive the square difference formula. Here, the teacher asked the students to think independently first, then cooperate and explore when the market is mature, and then communicate with each other, giving full play to the effectiveness of independent exploration and cooperation and exchange.
2, when exploring the law. There are many laws in math textbooks that require students to discover the secrets through operations. It is not enough to rely solely on individual wisdom, but to tap collective wisdom to achieve real grasp and understanding. For example, in the teaching of "Axisymmetric Nature" in the first volume of the eighth grade of Su Ke Edition, a rectangular piece of paper is folded in half, simple figures or numbers are tied on the paper with a needle, and the paper is opened and smoothed. After carefully observing and answering the following questions, I asked the natural teaching to find students to study cooperatively and brainstorm, so that students can explore easily and get the properties of "the line segment is vertically divided by the crease" in the picture.
3. When discriminating confusing concepts. For example, when I was teaching 《 Exploring the Condition of Triangle Congruence 》 in the seventh grade of Su Ke Edition, students explored whether two triangles with an angle on both sides were congruent, because there were two different situations of "two sides angled" and "two sides angled", and the seemingly similar conditions turned out to be an axiom and a false proposition. If you tell the students the results directly, there will be mistakes in the "edge theorem" in the future. If students are allowed to fully cooperate to explore and find wrong examples, the probability of making mistakes will be reduced.
4. When exploring strategies to solve problems. For example, let students explore the scheme of measuring the height of the teaching building. Because of the diversity of methods, I organize cooperative learning for students, thus broadening their thinking. Results After group discussion, a variety of measurement methods were obtained: A directly measuring the height of the teaching building; B first measure the height of each floor, and then calculate the height of the teaching building; C, using the same object-shadow ratio at the same time, and then measuring the shadow of the teaching building, and obtaining the result through calculation; D using the principle of specular reflection to find the height of the teaching building, the method obtained through cooperative learning is richer and more vivid than the teacher's single preaching.
5. When answering "open-ended" questions. There is no unique solution and answer to the problem of "openness", but one's thinking ability is limited after all, and it is difficult to think from multiple angles. At this time, you can answer independently, and then read, modify and evaluate the homework in the group, so as to show various strategies and conclusions and make up for the lack of independent exploration.
Third, scientifically evaluate the process of cooperative learning and cultivate students' cooperative communication ability.
The scientific evaluation of cooperative learning is the key to the success of cooperative learning, and the evaluation of cooperative learning should attach importance to the combination of learning process evaluation and learning result evaluation; Attention should be paid to combining the collective evaluation of the cooperation group with the individual evaluation within the group. The former should pay more attention to the learning process, because the process can best reflect the cooperation of the group, and the latter should pay more attention to the group. Because cooperation depends on mutual learning, mutual help, mutual supplement and mutual promotion among students to improve learning efficiency, it is necessary to promote the division of labor and cooperation among group members through evaluation and improve the effectiveness of group cooperative learning.
For example, when studying the section of "using letters to represent numbers", according to the traditional mathematics teaching, the teacher will directly tell the students: "Letters can represent any number". As a student, there is only no doubt to accept. They don't know that this teaching method deprives students of many opportunities for learning and development. According to the new curriculum concept, the scene creation of this lesson is changed to a game form: "Use four matchsticks to build a square, and use four matchsticks to build two squares. Please calculate how many matchsticks are needed to build n squares? "
Through hands-on operation, independent exploration, cooperative communication and other learning methods, in less than two minutes, students raised their hands to express their opinions: ① [4+3 (n-1)] roots; ②(3n+ 1) root; ③[4n-(n- 1)] root; ④[n+n+(n+ 1)] root; ..... In the process of students building matchsticks, some students thought of more ways. People with different backgrounds have made new progress in this process. Through communication, cooperation, discussion, questioning, reflection and consultation, the practical significance of "any number can be represented by letters" is finally clarified.
Fourth, pay attention to the cooperation and exchanges around and improve learning efficiency.
In the classroom, there are more opportunities for students around to contact, and the resulting impact cannot be underestimated. Therefore, in mathematics classroom teaching, teachers should consciously make use of the role of "neighborhood cooperation", make full use of the neighborhood space position, and overcome students' bad personality habits of "learning alone without friends" and "being ignorant", thus improving learning efficiency. For example, teachers can organize students to discuss at the same table, from "thinking" to "discussing" to "moving", "drawing" and "calculating". For some mechanical knowledge and concepts, such as trigonometric function value of special angle, cubic value of natural number within 20, square value of natural number within 30, simple pythagorean number, etc. Students at the same table can be mobilized to read, recite, test, correct their homework and exchange opinions with each other, so that students can learn how to discuss with others.
Fifth, link cooperative learning with subject moral education.
The original intention of cooperative learning is to build classroom culture. This requires teachers to embody educational fairness, protect vulnerable groups, teach students in accordance with their aptitude, learn from each other, develop team spirit, cultivate an atmosphere of mutual respect and friendship, and form the virtues of courtesy and helpfulness. In the final analysis, cooperative learning is a kind of moral education, which can cultivate people's lifestyle and attitude towards life.
"The general's decisive battle is not just on the battlefield!" Students' learning and teachers' teaching are not limited to the classroom. As an extension of classroom communication, extracurricular mathematics cooperative learning has more freedom, more time and wider scope. Teachers should establish extracurricular cooperative learning, find study partners according to their own wishes, and set up math interest groups. Really let students master the methods of cooperative learning and understand the ideas of cooperative learning.
Cooperation is a quality, which needs teachers' patience and long-term cultivation. Cooperative learning is a form that requires teachers' high-quality organization and efficient implementation, so that the classroom can be truly integrated and full of vitality. Group cooperative learning is one of the important learning methods advocated by the new curriculum, but the actual efficiency of group cooperative learning is not very high, and the reason is that it does not pay attention to details. Teachers should strive to create a learning environment for group cooperative learning, provide more opportunities for students to communicate and learn from each other, so that students can better master the methods and skills of group cooperative learning, experience more mutual help and share happiness. In short, they should be practical.