First, stimulate the interest in cooperative learning
Educator ushinski said: "Learning without any interest will stifle students' willingness to master knowledge. "Learning interest is the driving force of learning and can stimulate students' learning potential. Therefore, only when students have a strong interest in mathematics learning can they make their learning activities active.
(A) carefully create situations to stimulate students' interest in learning.
A good beginning is half the battle. In classroom teaching, to make students interested in what they have learned, we must start with classroom lead-in. Teachers can carefully create situations in teaching, so as to arouse students' interest in learning, stimulate their strong desire to explore, and make students' thinking in an extremely excited state.
(2) Be good at combining mathematics with life.
In teaching, we should combine mathematics learning with real life and be close to students, so that students can understand it more easily and better understand the purpose of learning. For example, when teaching the understanding of decimals, teachers can create simulated sales scenes for students in class. Let the students act as salespeople and customers, buy and sell goods, calculate the total sales, think about how much money they can buy several kinds of goods and how to buy the most goods ... They also cultivate students' social practice ability while learning knowledge.
Second, improve students' sense of cooperation
Tao Xingzhi said: "Life is education." Pupils are naturally fond of playing. Teachers can organize some activities in class according to this characteristic of students, and consciously cultivate students' sense of cooperation. The cooperative consciousness of primary school students is still very weak, and some students, especially those with learning difficulties, are still in a passive state. They always think that it is the business of excellent students, but they just watch and listen blindly and don't actively participate in cooperative learning. In view of this situation, teachers should improve students' sense of cooperation.
(A) to create more opportunities for cooperation
In classroom teaching, teachers should provide students with more opportunities for cooperative learning, let students learn to listen to other people's ideas and suggestions, and learn to communicate in the process of learning, thus improving students' overall sense of cooperation.
(B) Design activities suitable for group cooperative learning.
In practical teaching application, teachers should design some teaching methods suitable for group cooperative learning according to students' interest characteristics, such as "cutting and pasting together to find trapezoidal area" to improve students' learning enthusiasm.
(c) Make more use of incentive evaluation.
Teachers should make full use of encouraging evaluation, encourage students to cooperate boldly and learn from each other's strengths, so that students can realize their own shortcomings in cooperation and enrich themselves with the strengths of others.
By creating a mathematics activity platform, mathematics teachers let students experience the fun of cooperative learning and feel the good teaching effect brought by cooperative learning.
Third, cultivate students' cooperative skills.
The new curriculum standard clearly puts forward that students should be trained to "learn to cooperate with others and exchange the process and results of thinking with others." In primary school mathematics teaching, to cultivate students' cooperative ability, we must first strengthen the training of students' cooperative skills. Only by mastering cooperative skills can we improve the effectiveness of cooperative learning.
Learn to listen
In the process of group discussion in class, cultivate students to learn to listen patiently to other students' speeches without interrupting; Moreover, he is good at discovering the advantages and disadvantages of others in the process of listening, and making supplements or putting forward his own opinions when appropriate. Only in this way can it contribute to group discussion and cooperation.
(B) learn to discuss
In group learning, teachers should put forward clear requirements for students and give them space for thinking and discussion. Then the team leader records and makes a summary.
(3) Learn to express.
Expression is the embodiment of students' comprehensive ability. If you can't express your ideas well in cooperation, it will affect the students' inquiry effect. Learning to express is the key to promote students to establish and maintain interpersonal relationships, and it is also one of the keys to cultivate students' cooperative ability in primary school mathematics teaching.
Fourth, strengthen the effective interaction between teachers and students.
The new curriculum standard points out that "effective mathematics learning activities cannot rely solely on imitation and memory." Hands-on practice, independent exploration and cooperative discussion are important ways for students to learn mathematics. As we all know, "cooperation" is an effective way to learn mathematics. When students form the habit of cooperation, their interest in learning, hands-on practice and independent exploration will naturally be stimulated.
For example, in teaching the multiplication formula of 9, in order to make students remember the multiplication formula of 9, teachers can let students play the game of "finding friends" and expand it in the form of looking down and looking back. The teacher distributed the "formula notes" written in advance to the students, on which the first half or the second half of the formula was written, so that the students could find friends. The first group starts with driving a train. Some students with "Erjiu" stood up and said, "I am Erjiu, where is my friend?" The students with "18" immediately stood up and said, "I 18, your friend is here." Then both of them read: "29 18" ... the teacher also participated and said: "I am 54, where is my friend?" The whole class said in unison, "I'm Liu Jiu, and your friend is here." Then, the whole class read "6954" together. This kind of mathematics learning mode of teacher-student interaction and student-student interaction not only makes boring formula recitation vivid, but also improves students' sense of cooperation.
Fifth, guide students to cooperate in practice.
Psychologists believe that "wisdom is at your fingertips". In classroom teaching, teachers guide students to cooperate with the means of posing, cutting, measuring, folding, drawing and spelling to mobilize students' senses such as brain and hands-on, find problems in the same operation, ask questions, reach * * * knowledge, and finally solve problems.
For example, in the teaching of "Comparison of Fractions", in order to make students understand the comparison of the sizes of "two fractions with the same denominator and two fractions with the same numerator", the teacher can give each student a rectangular piece of paper with the same size: let the students in the first and second groups fold out four pieces of paper; Two people at the same table, one draws 1/4 and the other draws 3/4, which are relatively large together; One deskmate in group 3/4 folded out the 1/2 and the other 1/4 of the note, and then asked them to put the folded note together to compare which one is bigger. In contrast, students can clearly see that 3/4 is greater than 1/4 and 1/2 is greater than 1/4. Finally, it is concluded that "two fractions with the same denominator, the larger the numerator, the greater the score;" For two fractions with the same numerator, the fraction with smaller denominator is larger. This teaching design guides students to be willing to cooperate and practice, and is an effective way to cultivate students' cooperative consciousness and ability.
In short, in primary school mathematics teaching, teachers must change their teaching concepts, respect students, give full play to teachers' leading role and students' dominant position, and strive to cultivate students' cooperative learning ability. Only by putting the cultivation of students' cooperative ability in the first place in primary school mathematics teaching and widely applying it to primary school mathematics classroom teaching can we continuously improve the teaching efficiency of primary school mathematics and cultivate students' team spirit, so that the mathematics classroom can be more dynamic.