With the development of education, my school gradually merged into the township central primary school, and the class size was much larger this time. At the beginning of school, children were not familiar with the new class, so they were allowed to combine freely and found that the learning efficiency was very different. At the beginning of group cooperation, you will see some group discussions in full swing, blushing; Some groups are also very lively, but their voices are loud. They are all in high spirits and smiling. The reason is that students who study well generally like to exchange and study together; Those children who study in general and prefer to be naughty are easy to get together. Group cooperation is a good opportunity for them to discuss practical jokes, otherwise you can't start with me, and I can't see you, which is very inefficient. Later, after a period of observation, I carefully studied and designed the grouping of the whole class, and made a reasonable grouping according to the balanced allocation of organizational ability, learning ability, academic performance, thinking activity and gender of each group member. Now the learning efficiency is not the same as before, the problem-solving time is almost the same, and the problem-solving degree is almost the same. The team members basically achieved the goal of everyone participating and everyone making progress. I remember Wu and Zhao Xiangnan in my class at that time. After a period of training, their language skills were very strong. They can thoroughly analyze a topic, not only in the group, but also in front of the whole class like teachers. The language is accurate and simple, and the students admire them very much. Even the teacher who came to attend the class gave a thumbs up.
This combination ensures the possibility of all students participating in cooperation, and gives many students with learning difficulties the opportunity to play their role and improve their self-confidence in learning. So that every member has the responsibility and something to do, and can experience, exercise and improve from different positions, which effectively improves the efficiency of students' participation in cooperation.
Second, make clear the task and let students experience the opportunity to do math.
Task selection of cooperative learning is very important. Only by choosing those challenging, open and exploratory questions can cooperative learning be carried out. Not every lesson can be studied in groups.
For example, when I teach parallelogram area calculation, I ask students to take out parallelogram paper with uniform specifications prepared by teachers in advance, and let them take out learning tools such as scissors and scales, and try to find out the parallelogram area in their hands by using the knowledge they have learned before. I saw the children start to operate one after another. About four minutes later, I found that several students did not complete the exploration task, so they extended it by one minute. Then at this time, we will use group cooperation to integrate the exploration just now and explore the area formula. 1 group: Our group measured the base and height of parallelogram with a ruler and multiplied them.
The second group: our group measured the length of the bottom and one side with a ruler and multiplied them.
Teacher: Why do parallelograms with the same shape and size have different answers?
The third group: we use scissors to cut from the vertex of the corner along the height of the parallelogram, then make a rectangle, measure its length and width, and find its area.
The fourth group: we cut along the arbitrary height of the parallelogram to get two trapezoids, and then make a rectangle.
The teacher asked: Why do you have to turn a parallelogram into a rectangle?
Health: If you don't turn it into a rectangle, you can't find the area.
Teacher: Let's verify whether everyone's conclusion is correct.
In this way, children are completely trying to solve problems in an unconstrained environment, experiencing the fun of cooperative learning and solving problems by themselves. They all want to be little mathematicians, which inspires their love for mathematics. Independent thinking at first is the premise of group cooperation. Without independent thinking and forming their own thoughts and understanding, they can only be listeners and listeners in the later cooperative learning. Therefore, teachers must give students some time to study independently, and when students' thinking has a certain result, they should ask students to sort out their thinking and prepare for communication from the heart.
Third, the whole class exchanges
After working in groups, the results of each group should be reported and shared with the whole class. I remember that when I was teaching the first volume of Floor Tiles in the fifth grade, I solved the first problem by working in groups. There are three solutions to class communication: 1 group equation solution; In the second group, the area of each tile and Xiaoming's bedroom is calculated first, and then the bedroom area is divided by the tile area to find out how many tiles are needed; The third group uses the method of estimating first and then calculating. In this way, children have different solutions to a problem, which makes the whole class learn from each other and everyone gains a lot. After each cooperative study, I will use small red flowers as a reward, and finally I will participate in the competition. Therefore, every reporter in each group will carefully prepare to express their views as clearly as possible, and at the same time ask students to learn to sincerely solicit opinions from other groups or evaluate their own opinions, so as to learn from others and make a positive summary. After listening to the exchange of students, I also want to briefly evaluate the cooperation process of each group.
Fourth, give play to the leading role of teachers.
The group worked together, but the teacher was not idle. As the organizer and promoter of cooperative learning, teachers should master certain skills and be a successful guide and promoter when implementing this learning method. Can standardize the organization of various groups, diagnose and deal with problems in time, and help students.
Verb (abbreviation of verb) combines evaluation with reward.
Evaluation is an indispensable part of group cooperation. Proper use of evaluation can stimulate students' interest in cooperative learning and produce high-quality cooperative learning effects. Every time, I will guide students to do proper self-evaluation, group mutual evaluation, and finally teacher evaluation, and there are more encouraging languages. Because, after all, children, the language is inevitably not rigorous enough, but after a period of training, I found that the children in the class will try their best to use mathematical terms, with less vernacular, strong logic and improved learning enthusiasm.
In a word, group cooperative learning is not only a cognitive process, but also a communication process and an aesthetic process. At the same time, it is also a good way to cultivate group consciousness. After training, I found that the children in our class have a strong sense of collective honor. Students in the class will actively help when they encounter difficulties, and will also actively participate in various activities to truly become a United and upward learning body.