First of all, the topic is put forward:

The new curriculum standard emphasizes the development of students' language use ability through group cooperative learning. As a new form of teaching organization, classroom group cooperative learning teaching mode has become one of the important means to complete teaching tasks and organize classroom teaching. It has a special position and role in the construction of ideal classroom teaching, and has been widely used in teaching in recent years. To this end, I conducted a project study on how to effectively carry out group interactive and cooperative learning and achieve ideal teaching results.

Second, the research objectives:

1, student cooperation should be active 2, student participation should be comprehensive 3, student cooperation should be full 4, student role should be clear 5, and teacher evaluation should be comprehensive.

Third, the research object:

The research object of this topic is the middle-grade students in our school, that is, 1-6 grade students.

Fourth, research methods:

Discussion and communication, investigation and observation

This topic focuses on the strategy of cooperative learning in primary school mathematics groups, and mainly adopts the following research methods:

(1) case study method. Go deep into the classroom to investigate the necessity, feasibility and effectiveness of group cooperative activities in the case, especially to make quantitative and qualitative analysis on the participation of cooperative learning in the group and the intensity of teachers' participation in regulation.

(2) Comparative research method: Compare the cases of each class. This paper investigates the organizational forms, implementation procedures and cooperative communication modes of group cooperative learning, and finds out the characteristics of * * * *, so as to refine a more scientific group cooperative mode.

(3) Action research method: aiming at the sub-items worthy of discussion in group cooperation, such as how to divide the work between groups, communication methods between groups, etc. , the members of the research group conducted a pilot division of labor, and then exchanged practices and verified them in action.

Third, the research content:

The research content is ideal. How to carry out cooperative learning in class? Cooperative learning is a way of learning to achieve learning goals through division of labor and cooperation. It emphasizes students' learning process and learning style, applies the cooperative principle of social psychology to teaching, and takes interpersonal cooperation and interaction in teaching as its basic characteristics, which has been applied to classroom teaching by teachers. However, through observation and research, there are still some unsatisfactory and inefficient phenomena in the practice of group cooperative learning in primary school teaching (the ideal effect has not yet been achieved), which needs more detailed discussion.

1. An analysis of the reasons for the misunderstanding of current cooperative learning in mathematics groups.

2. The construction of cooperative learning strategy of primary school mathematics group.

(1) the classroom teaching method of cooperative learning by research groups;

(2) To study the basic forms of group cooperative learning with school characteristics;

(3) Research on topic design, cooperation and communication mode of group cooperative learning;

(4) Research on the interactive effect of group cooperative learning and other learning methods.

(5) The effect of effective group cooperative learning on the development of students' subjectivity;

Verb (abbreviation of verb) Main measures:

1, teachers should learn from students' interest in learning, life experience and recognition in teaching practice.

From the knowledge level, we advocate the learning mode of experience, practice, participation and cooperation. () We should not only face all the students, but also acknowledge and respect their individual differences; We should not only change the way students learn mathematics, but also adjust the way, means and content of evaluation. Teachers should change their ideas. In group cooperative learning, teachers should use new teaching methods or ways to embody the new concept of inquiry and cooperative learning put forward by the new curriculum standard, and can't let group cooperative learning go through the motions.

2. Teachers should also strive to improve the teaching skills of cooperative learning, and discuss and study the group guidance, teaching design, classroom implementation and after-class summary of cooperative learning, so that the group interactive cooperative learning activities can be carried out smoothly and effectively. Therefore, I think cooperative learning activities can be improved from the following aspects:

I. Determination of the number of groups

Teachers should carefully study and design the grouping of the whole class. As far as the general situation of classroom seating arrangement in primary schools in China is concerned, it is appropriate to arrange a group of 4-6 people. Smaller groups can not only guarantee everyone a chance, but also reduce the shyness of shy students.

B. Composition of the team

In class, teachers should allow students to change seats temporarily, so that students can "get together" and speak freely.

C, the role of team members

The group should determine the division of labor of each member, and the group leader is responsible for organizing, managing and presiding over the group study and discussion.

D, inspiration and tips

Inspiration and motivation are one of the key factors for the success of group cooperative learning. Students are willing to talk because they have something to say. Therefore, teachers should: (1) The designed topic should be related to the content of the text they have learned, and the topic should be interesting and novel. (2) Distribute relevant reading materials during or before learning the text, so that students can imitate or use language materials ... (3) Give written or oral hints such as words or sentence patterns. The teacher gives hints and asks the students to form a small dialogue according to the given words.

E, the role of teachers

Usually, when students discuss, teachers should not interfere with students' group discussion activities too much, so as to avoid some students being stiff because of the presence of teachers. When students can't express a word, teachers can give prompt in time; At the end of the discussion, students can also quickly browse the report outline of the recorder and give some suggestions when necessary. Therefore, in the process of students' discussion, teachers should play the role of an observer or helper to ensure that students have enough time to complete the assigned tasks, so as to avoid cooperative learning becoming a mere formality.

F, teacher evaluation

Proper evaluation is very beneficial to the virtuous circle of group cooperative learning. Teachers should listen carefully and make the whole class listen carefully, which is an invisible encouragement to students. When listening, the teacher should not interrupt because of correcting mistakes. Frequent error correction will only make students depressed. On the contrary, students should write down the language mistakes during the performance, and then pick out the problems with universal significance to explain. Other questions can be put in the teacher's summary. Teachers should positively remind students to pay more attention to language norms. In any case, teachers should give sincere and appropriate praise to any student's achievements, be good at discovering the advantages of each group, and closely combine group evaluation with personal evaluation, so that students' tension can be gradually eliminated and their self-confidence can be gradually enhanced.

Six, research steps:

(1) Stage 1: preparation stage (September * *-65438+1October * *).

1, set up a research team and establish a sound research team.

2. Analyze the problems existing in cooperative learning and do a good job of pre-testing.

3, extensive collection of information, understand the literature about group cooperative learning.

4. Draw up the project implementation operation plan, ask experts for guidance, and conduct opening demonstration.

(ii) Phase II: initial implementation phase (February * * to June * *).

1. The research team initially carried out the research according to the operation plan. Take the method of thinking while experimenting, learning and summarizing, and constantly improve the research plan.

2. Carry out regular research activities, study the contents, methods and methods of education and teaching, and focus on the operation methods in class.

3. Invite experts to guide and plan the research of this topic again.

(3) Stage III: Formal implementation stage (September * * to June * *).

1. Carry out research according to the research plan.

2. Conduct special research regularly every semester.

3, the research group accumulated data account.

4. Ask for expert guidance.

(4) Stage 4: Summary and evaluation stage (September * * to May * *).

1, do a post-test and analyze the relationship between independent variables and dependent variables.

2. Write research reports, research work reports and related papers.

3. Collect data and improve the data account.

4, invite experts to identify.

Seven. Expected effect:

1. Let all students actively and fully carry out expression activities such as "listening, speaking, reading and writing" in the group, truly discuss and cooperate, and give full play to the advantages of group cooperation.

2. Let students fully participate in classroom teaching and be good at expressing their views in front of others.

3. When organizing group cooperation activities, teachers leave enough time for students to think and discuss, so that students can fully display the results of cooperation and cultivate their interest in cooperative learning.

4. Let every student act as a reporter, so that their abilities can be fully developed.

5. Teachers conduct comprehensive group evaluation and individual evaluation, so that students can develop in an all-round way.

Eight, the form of results:

1, research report and related papers.

2. Learning course plan and case study.

3. Research report class and demonstration class.

Nine. Arrangement of researchers:

Li jun? Zhang Jihong? Mary? Liu Xiaoxia Hong Song? Li Ling? Guo Hong Jie