Teachers should pay attention to the rationality of the structure when establishing cooperative groups. First, the number of groups should be reasonable, generally four people are appropriate, not more than six people. Too many students are not conducive to the organization and communication between students, and there are bound to be spectators in group learning and communication, especially some students with introverted personality or low consciousness, which is not conducive to the development of these students; Too few people can't achieve the purpose of communication; Second, grouping should follow the principle of "taking advantage of disadvantages, promoting disadvantages with advantages, and competing within groups". Teachers should group students according to their differences in knowledge base, learning ability and personality characteristics, so that students with different characteristics and levels can be optimally combined, so that each group has students with high, medium and low levels. This grouping not only helps students complement and promote each other, but also lays the foundation for fair competition among all groups in the class. Third, team members should be energetic. You can change roles according to the individual characteristics of the members in the group during the learning process, or you can recommend a new group leader according to the performance of the students in the group, and the former group leader will assist in cooperative learning. This not only makes students feel fresh, enhances their interest in cooperative learning, but also changes their long-term position in the group, that is, some students are always in a controlling position and some students are always in a subordinate position, which provides opportunities for each student to develop.

Secondly, making an orderly cooperation procedure is the guarantee of effective cooperative learning.

In class, this phenomenon often happens. After the teacher asks questions, let the students discuss them immediately, and there will be a heated discussion in the classroom immediately. But with a little attention, it is not difficult to find the disorder after this false excitement. Some groups, several people express their opinions at the same time, and don't listen to others at all, let alone cooperate; In some groups, only two better students are discussing, while others do nothing; In some groups, you push me around and wait. The main reason is the lack of rules in group cooperative learning.

How to make the cooperation within the group "live in an orderly way"? The author believes that the group should have a reasonable division of labor and clear responsibilities. You can have a team leader, a recorder and a reporter. The group leader is a student with strong organizational ability and sense of responsibility. The main responsibility of the team leader is to divide the work among the team members and organize the whole group to carry out discussion, communication, hands-on operation and inquiry activities in an orderly manner. The responsibility of the recorder is to record the important contents in the process of group cooperation ` 1 learning. The reporter's duty is to summarize the cooperative learning situation of this group, and then communicate and report in the whole class. Teachers should set different roles according to the needs of different activities, and require team members to actively take personal responsibility, support and cooperate closely with each other, give play to team spirit and effectively complete group learning tasks.

Thirdly, cultivating good cooperative learning habits is a booster for effective cooperative learning.

The new curriculum standard pays attention to the cultivation of students' "feelings, attitudes and values", and developing good cooperative learning habits will undoubtedly help students form a positive emotional attitude and will have a far-reaching impact on every student's life. Therefore, in group cooperative learning, we should consciously cultivate students' good cooperative learning habits.