"Mathematics teaching is the teaching of mathematics activities". Mathematics activity is the fulcrum of the goal system of mathematics curriculum. In mathematical activities, knowledge, skills, abilities and emotions will be tested, perfected and developed in the collision and friction between the subject and the environment. Mathematical activities are most suitable for self-exploration, cooperation and practice, and are the best way to cultivate students' comprehensive ability to adapt to and transform society. The important way of mathematics activities under the new curriculum concept is group cooperative learning, so how to effectively carry out group cooperative learning is a problem that every teacher should strive to explore. Through the teaching practice and mutual learning of this year's new curriculum, I have a deeper understanding of group cooperative learning. I think effective group cooperative learning should achieve the following four points:
First, choose a suitable cooperative learning opportunity.
Cooperative learning is an important way of classroom teaching, but it is not the only way. Teachers should choose valuable content, favorable opportunity and appropriate time to carry out cooperative learning for students according to the teaching content, students' reality and teaching environment conditions. Generally speaking, simple learning content only needs individual self-study or whole class teaching, while more complex and comprehensive learning content can adopt group cooperative learning. According to the characteristics of teaching content, teachers should carefully design the "problems" of group cooperative learning, provide students with appropriate and challenging learning objects or tasks, and let students approach the "nearest development area". The "problem" of cooperative learning can be the exploration, divergence and contradiction of teachers in the design of key and difficult points in teaching, and it can also be the problem that students take the initiative to ask questions and ask difficult questions. However, it is not appropriate to arrange too many times and time for group cooperative learning in a class to prevent randomness and formalization.
Second, establish a cooperative group with reasonable structure.
Teachers should pay attention to the rationality of the structure when establishing cooperative groups. First, the number of teams should be reasonable and the division of labor should be clear. Generally, 4-6 people are appropriate. Too many people are not conducive to the communication between students and the full display of individual talents, and too few people are not conducive to the communication and mutual assistance between students; Second, grouping should follow the principle of "homogeneity among groups, heterogeneity within groups and complementary advantages". 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 high, medium and low level students. 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. It can be the exchange or flow of boys and girls between groups, the exchange or rotation of some roles between groups, and the free combination of students according to the needs of the activity theme. 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.
Third, cultivate students' good cooperative learning habits.
Group cooperative learning enlivens the classroom atmosphere, but it also brings difficulties for teachers to control the classroom order, which easily leads to a seemingly lively but chaotic situation in classroom teaching. This requires the establishment of a set of "lively and orderly" cooperation routines, and through the continuous implementation in teaching activities, make it a habit.
(A) cultivate students' habit of independent thinking
Cooperative learning is to let every student participate in the whole process of learning, provide every student with a space to show, let students fully express their views, and let students constantly improve their views and produce new ideas through group communication and discussion. However, the basis of all this is: students' independent thinking. Cooperative learning doesn't mean that you don't have to think for yourself, and everyone can solve problems together. Students should participate in group learning on the basis of their own independent thinking and get different degrees of development. Because students have long been influenced by the habit of "imparting knowledge", they can only passively accept it. They are not used to and will not take the initiative to think. They don't know where to think, let alone where to say, and it's hard to express it in words. This requires teachers to be patient in teaching, pay attention to the guidance of problem-solving ideas and thinking methods, analyze the direction of thinking with students, stimulate students' thinking desire and cultivate students' thinking habits. Create a situation that is convenient for students to think, stimulate their desire to think, and gradually form the habit of thinking and speaking, so that students can dare to think, do and speak in group cooperation.
(B) cultivate students' habit of division of labor and cooperation
Cooperative learning is not an individual learning behavior, but a collective behavior, which requires students to have enough team consciousness. There is an old story: "One monk carries water to drink, two monks carry water to drink, and three monks have no water to drink". Therefore, to successfully carry out cooperative learning, it is very important to establish a sense of division of labor and cooperation.
1, division of labor. For example, in the course "The Significance of Statistics", when counting the number of students' families, someone needs to carry out investigation activities (statistics) and someone needs to make records. At this time, students need to divide their work and decide who will count and who will remember before they can cooperate. Division of labor is to let each student do his or her job, but it is not easy. Because the problems to be solved are different, the ways of division of labor are also different. This problem was particularly prominent at the beginning of the group's establishment. The solution to this problem is to establish an atmosphere of democratic consultation in the group, and teachers should give appropriate guidance and teach students how to solve problems.
2. Cooperation. The cultivation of cooperative consciousness should start with the creation of cooperative atmosphere. For example, when teaching the development diagram of three-dimensional graphics, each group should prepare 12 triangles with the same size and three equal sides, and glue them into three shapes of textbook legends with transparent glue. This kind of activity makes them have to cooperate with each other to complete, which provides a suitable environment for the cultivation of cooperative consciousness.
(C) cultivate students' habit of correct communication
In the process of lectures and teaching practice, it often happens that one student speaks, but other students don't listen carefully, just raise their hands blindly and keep shouting "teacher, I'm coming, I'm coming". Some students simply look like "it's none of their business, hanging high." Therefore, it is particularly important to cultivate students' communication habits. Communication is an important form of cooperative learning. Through communication, we can show ourselves and explore the truth. The process of communication is also the process of individuals from narrow to wide, which brings bright vision. Because of its equality, communication can promote the development of students' initiative, creativity and the spirit of democracy and equality, and also make students' individual thinking become collective wisdom through communication. But how to make students communicate more effectively?
1, learn to express your views. Expressing one's views is "speaking", that is, expressing one's views accurately through language and making others understand. This "speaking" ability includes: the logic of thinking, the organizational ability of language and so on. This can not be cultivated overnight, which requires teachers to provide students with practical opportunities in teaching and even in life.
2. Cultivate the habit of listening carefully. In cooperative learning, we should not only think independently and dare to express our opinions, but also have the habit of listening to others carefully. Students should not only be willing to listen, but also listen to the key points and problems of others, so as to attach importance to and adopt other people's opinions, complement each other's advantages and improve together.
3. Cultivate the habit of being good at affirming the advantages of others and dare to question the advantages of others. Being good at affirming the advantages of others and daring to question them are all good cooperative qualities. These two aspects are beneficial to the cooperative learning group members to learn from each other's strong points, and also to the in-depth exploration of problems and the cultivation of creative thinking ability.
4. Cultivate good organizational discipline. Although cooperative learning is a small group learning, it must be carried out under certain organizational discipline to avoid unnecessary noise and argument. Of course, the discipline mentioned here is not to control students to death, not to give students the freedom to study and activities independently, but to let students live in "cooperation" without confusion through certain discipline requirements.
(D) Cultivate students' habit of active practice and hands-on operation.
Mathematical knowledge comes from practice, and learning mathematical knowledge is also inseparable from practical operation. In group cooperative learning, we should cultivate students' good practice habits.
1, cultivate students' good hands-on habits. A lot of mathematics knowledge in the new textbook is understood and mastered through hands-on practice, such as dividing points, posing, spelling, drawing, overlapping and so on. Group cooperative learning is more conducive to hands-on practice, and teachers should pay attention to cultivating students' habit of active hands-on practice.
2. Cultivate students' habit of combining practice with thinking. Practical operation is an activity that students are very interested in, but it often happens that they still can't answer math problems correctly after operation. This is not a good combination of practical operation and thinking. Suhomlinski said: "There is an inextricable connection between the hand and the brain. The hand makes the brain develop and make it more intelligent; The brain develops hands and turns them into tools and mirrors for thinking. "Teachers must combine operation and thinking when guiding the operation practice, so that students must use their brains when they start work, and every operation step should be linked with the solved mathematical problems. Develop good practice habits. For example, when teaching axis symmetry in life, let students fold a piece of paper in half and then cut a figure from the folded part. Think about what kind of graphics it will be after expansion. Next, let the students observe the figure and explore its characteristics. Teachers and students can get the concept of axisymmetric graphics together. And verify whether the graphics in the exercise are axisymmetric, and think about solving the problem while folding. Let students experience the combination of hand and brain to learn new knowledge better.
(5) To cultivate students' habit of previewing and make preparations in advance.
Students in cooperative learning often experience mathematics through hands-on operations, puzzles, measurements, surveys and other activities, so they need many learning tools such as scissors, cardboard, coins and dice in class. Students must prepare in advance in order to successfully carry out their learning activities and complete their learning tasks.
Fourth, create a relaxed learning environment.
(1) Teachers should create a democratic, harmonious, relaxed and free learning atmosphere for group cooperative learning, respect and protect students' enthusiasm for participation, and encourage students, especially those with learning difficulties, to actively participate in various forms of group cooperative learning, because some students have quick thinking and strong language skills and are willing to speak; But some students are slow to react and their expressions can't keep up with the rhythm. Over time, they just listen but don't talk, so that they can't achieve the goal of making students interact, help each other and learn from each other through cooperative learning. To change this phenomenon, before class, the teacher can signal the group leader to let the students with learning difficulties speak first, and other students will add explanations in each discussion. At the same time, teachers should strive to create conditions to leave time and space for those students with learning difficulties who are not good at talking at ordinary times to think independently and speak boldly. For example, after asking questions, you can not discuss them in a hurry, let students think for a while independently, and then participate in the discussion after having their own ideas. In this way, students not only develop the good habit of independent thinking, but also ensure that all students have the opportunity to express their ideas. At the same time, teachers, as the "chief among equals", participate in group cooperative learning and give timely encouragement, guidance and help to each group's learning situation, so that students can fully appreciate the fun of cooperative learning.
(two) to provide sufficient cooperative learning time. Without a certain amount of time, cooperative learning will become a mere formality. Therefore, teachers should provide students with sufficient time to operate, explore, discuss and communicate, so that each student has the opportunity to speak and time to complement, correct and debate each other, so that the wisdom of students at different levels can be brought into play. Before cooperative learning, students should be given enough time to think independently, because cooperative learning can only be effective if students are confused when solving a problem.
(3) In the process of group cooperation, communication and discussion, teachers should strengthen inspection, educate students to respect each other in discussion, listen carefully to students' speeches, seriously consider opinions that are not completely consistent with their own ideas, be good at absorbing their correct parts, and supplement and correct their own understanding. Through the guidance of teachers, let children make cooperation more harmonious in mutual respect and let students learn to cooperate in cooperation.
Five, the use of diversified evaluation and reward methods.
Teacher evaluation plays a very important role in encouraging students to participate in activities and improving the quality of cooperative learning, so teacher evaluation must be stimulating, targeted, instructive and comprehensive. First, attach importance to the combination of individual evaluation and group collective evaluation. Promote team members to learn from each other, help each other, learn from each other's strengths and promote each other through evaluation; The second is to attach importance to the combination of learning process evaluation and learning result evaluation. Teachers should not only properly evaluate the results of group learning, but also pay more attention to the evaluation of students' cooperative attitude, methods and participation in the learning process, pay more attention to students' listening, communication and cooperation, and give full affirmation and vivid and interesting rewards to outstanding groups and individuals in time. We should use educational evaluation to encourage cooperation. At the end of the discussion, we should not only pay attention to the report of learning results, but also pay attention to the evaluation of the cooperation process. For example, teachers and students can jointly award "Best Cooperation Award", "Progress Award" and "Collective Wisdom Award". In this way, group cooperative learning is more active and students are more willing to participate.
In a word, "cooperative learning" is a new learning method advocated by the new curriculum, which plays a positive role in promoting emotional communication, helping each other and improving students' initiative in learning. Teachers should strengthen research, explore hard and effectively carry out group cooperative learning.