First, the practical significance of group cooperative learning
Group cooperative learning is a diversified teaching organization form with rich connotations, which is beneficial to students' active participation. 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. Therefore, developing group cooperative learning is the need of social development, education reform and new curriculum standards!
Second, the operation process of group cooperative learning
Group cooperative learning is just one of the many learning styles of students in mathematics classroom teaching, and there is no fixed operation mode. In my teaching, I often guide students to carry out group cooperative learning like this:
1, create a situation
The purpose of creating situations is to stimulate students' interest in learning. Students in Grade One and Grade Two are about 6 or 7 years old. It is their nature to be naive and imaginative. Therefore, in teaching, students are provided with a situation to solve math problems around them, which makes the relationship between mathematics and life closer. The new textbook has edited a lot of situational teaching contents, with beautiful, vivid and delicate pictures, which are very close to students' lives and provide vivid and interesting materials for us to create situations.
For example, when I was teaching a book "Compare with One", I created a fairy tale situation of "Piggy helps Bunny build a house"; When teaching "9 plus a few", the life situation of sending drinks to athletes at the sports meeting was created; In the teaching of multiplication and division, the story situation of "Little Bear Breaking Corn" was created ... There are many other examples like this. In a word, creating situations can integrate mathematics knowledge into children's lives, and students are willing to accept it.
2, clear learning tasks
In order to make students' group cooperative learning develop orderly and effectively, students must have clear learning tasks. That is, teachers explain to students the contents and objectives of learning, the methods of completing tasks, the standards of evaluation and so on. These tasks can be decomposed in addition to certain cooperation value, so that everyone in the group can participate and everyone has something to do! Students with clear learning tasks can avoid the blindness of group cooperative learning and fully reflect the effectiveness of group cooperative learning.
For example, when teaching the second volume of statistics, I put forward the learning task to the students: the second class tomorrow afternoon is physical exercise class, and the teacher should arrange some sports you like. What kind of exercise do you want to arrange? Please make a survey in groups! The children defined their learning tasks and then completed their tasks under the leadership of the team leader.
3. Cooperation and exploration
After students define their learning tasks, teachers should immediately guide them to start cooperative inquiry, which is the most important link in group cooperative learning. In this process, each student communicates with each other according to his own understanding and forms the learning results of the group. Moreover, each student should have a certain division of responsibilities and play a specific role, that is to say, the learning task has been implemented by individuals, and the team members cooperate to complete the learning task to ensure the effectiveness of group cooperative learning.
For example, when learning "measuring length", I asked the children to measure in groups, so some of them did it, some marked it with chalk, some set a benchmark, and some measured it with a ruler ... Everyone was in high spirits and full of the pride of their owners. Give full play to the advantages of group cooperative learning. The children not only learned to measure, but also exercised their hands-on ability and tasted the fun of cooperation!
4. Communication and evaluation
Communication and evaluation is also a process in which students sum up their learning achievements and teachers receive information feedback and make judgments. When students communicate, I ask students to express their views as clearly as possible. At the same time, I also ask students to learn to sincerely seek the opinions of other groups or evaluate their opinions, so as to learn from others and make a positive summary. After listening to the students' exchanges and reports, I also want to briefly evaluate the cooperation process and results of each group, and use a small five-star or a small red flag as a reward.
I remember when I was teaching the third volume of Addition, Subtraction, Multiplication and Division, there was a scene in my class: on the basis of group discussion, four students strode onto the platform together, and according to their own division of labor, all four students had something to do, that is, one said the meaning of the problem, the other said the basis of the algorithm, and the last one asked for everyone's opinions. "What do you think?" At this moment, I saw a pair of small hands raised under the stage. There is another algorithm:12-1=11. Why didn't you find it? " The man asked, "You have learned multiplication, why do you use addition?" Others asked, "Why is your formula different from that of the third group?" "Can you explain the meaning of the formula 4× 3- 1 again?" Wait a minute. In the face of every question, the team on the stage sent representatives to seriously answer and supplement. I seized the opportunity to make a brief comment on the communication of this group and added a red five-star after the group number of this group. In the applause of other groups, the members of this group returned to their seats with confidence and a smile. At that time, I was really impressed by the high cooperation enthusiasm and extraordinary cooperation ability of the second grade children. I realize that children grow up in cooperation!
Third, the implementation strategy of group cooperative learning
Group cooperative learning is not only a practical problem, but also a theoretical problem, which needs our continuous discussion and research. I talk about several important strategies in group cooperative learning in combination with practice.
1, set up a scientific cooperation team.
Teachers should consciously group students of different levels and categories according to the principle of "homogeneity among groups and heterogeneity within groups" and the actual situation in the class. The purpose is to achieve intra-group cooperation and inter-group competition in the process of students' cooperation, so that every student has the opportunity to show himself in cooperation, so that students with learning difficulties can continuously improve through mutual assistance, and students with excellent learning can also gain self-confidence. In addition, in cooperation, team members should also have a certain division of labor, that is, each student should play a specific role, such as motivator, inspector, recorder, reporter, operator and so on. Group roles should be rotated to improve the effectiveness of student-to-student interaction.
For example, when I asked my children to learn "clock reading" in groups, there were "teachers", "students", "recorders" and "judges" in the groups, and the division of labor among the students was very clear! ; Another example is: when the math activity class is "small shop", the children bring toys, books, stationery and other items together. There are nearly ten small shops in the classroom, including managers, salespeople, cashiers and customers ... The classroom is in full swing, but orderly. To carry out such learning activities, if you don't divide into groups and roles, the whole class will play such games together. The situation is really unimaginable.
2. Take the learning effect of the group as the basis of evaluation.
Traditional teaching evaluation pays attention to the position of students in the whole, and is keen on queuing scores and comparing strengths and weaknesses. This competitive evaluation is limited, which is not conducive to the development of most students. When I evaluate students' cooperative learning in groups, I pay attention to changing the competition between students into competition among groups, changing individual scores into group scores, and taking the overall scores of groups as the evaluation basis, forming a pattern of "cooperation among members in groups and competition among members in groups", and shifting the focus of the whole evaluation from encouraging individual competition to reaching the standard. In this way, most children will be encouraged by their teachers or peers and feel the joy of success, so as to make progress in different degrees and step by step towards success. In this way, evaluating students based on the group's collective achievements is conducive to cultivating students' sense of cooperation, getting out of the strange circle of competitive education and realizing the scientific evaluation of teaching.
3. Teachers should participate in students' learning activities and give guidance.
Cooperative learning is not only a way for students to learn, but also an organizational form for teachers to teach. Whether students' cooperation is effective or not depends on the participation and guidance of teachers. Therefore, when students carry out cooperative learning, teachers should not "stand by", let alone prepare for the next link. Instead, we should walk from the podium to the students, patrol between groups, observe and interfere with the cooperation of each group, and be aware of the cooperation of each group! At the same time, teachers should give timely and effective guidance to various problems in students' cooperation, and help students improve their cooperation skills and successfully complete their learning tasks. For example: explain the operating procedures to the group with unclear tasks; Give timely praise to the smoothly developed group; Provide timely advice to groups that deviate from the theme or encounter difficulties in cooperation and exchange; Check the team that completed the task; Supervise the responsibilities of team members and so on. With the participation and guidance of teachers, students' group cooperative learning can avoid "temporary prosperity" and "flashy" invalid cooperation scenes, and students' cooperation and communication can be more effective!
4. Group cooperative learning should be organically combined with independent inquiry.
Although group cooperative learning is an important and effective way of learning, it is not omnipotent. It should also be organically combined with other learning methods, especially with independent exploration, in order to play a better cooperative effect. Because independent inquiry is the premise and important guarantee of effective cooperative learning, group cooperative learning leaves the premise of independent inquiry, just like duckweed on the water, which cannot be implemented. Therefore, in teaching, teachers should not only give students time and space to think and explore independently, but also create opportunities for students to cooperate and communicate in groups, so that students can form their own understanding of knowledge in the process of independent exploration, gradually improve their own ideas in cooperation and communication with others, and give full play to the effectiveness of group cooperative learning!
For example, when I was teaching nine plus several, I asked, "How many boxes of drinks are there?" After this question was put forward, I didn't rush to let students solve the problem through group cooperation, but let students think about the way to solve the problem first. When the students raised a pair of small hands, eager to express their ideas, I said, "Children, exchange your ideas in the group!" " "Through group cooperation and communication, the students have come up with various methods to solve problems, such as counting, collecting and making up ten ... I think it is very necessary to study in groups based on students' independent exploration!
These are just my immature opinions. Of course, as a new way of learning, group cooperative learning has not been used for a long time. In the process of teaching practice, although some achievements have been made, some problems have also appeared, and some problems have been bothering us. For example, if group cooperative learning is not handled properly, it is easy for gifted students to dominate the classroom, and the polarization of students will become more and more serious. Another example is the large class, how to ensure the effectiveness of group cooperative learning, etc ... These problems need further study and improvement to make group cooperative learning play a greater role.
I believe that with the deepening of the new curriculum reform and the continuous improvement of our consciousness, our research on group cooperative learning will be further deepened. As a practitioner of the new curriculum reform, I am willing to observe with my own eyes, express with my own language, think with my own mind, feel with my own heart, grow up with the new curriculum and meet the new era of mathematics education!