—— Nanwan Middle School: Huang

"Effective mathematics learning activities cannot be simply imitated and memorized. Hands-on practice, independent inquiry and cooperative communication are all learning.

An important way for students to learn mathematics. "。 Therefore, group cooperative inquiry learning is the requirement of mathematics teaching activities endowed by the times, and teachers try to organize group cooperation in class. However, many group cooperation stays in the cooperative learning of group discussion, mostly in the form. Often as soon as the teacher announces the group discussion, the students in the front row brush their heads and the classroom is full of people. In a group of four, everyone is opening their mouths, and no one can hear clearly who is saying. A few minutes later, as soon as the teacher called "stop", the students immediately quieted down. The students who stood up to speak opened their mouths and said, "I think …" "I think …" The students still said, "How am I? Instead of "what about our group? "Group cooperation like this, there is no mutual cooperation between students, no division of labor and personal responsibility in the same task, and there is no treatment and evaluation for members to find effective ways to complete the task. Obviously, such group cooperation is formal. So, how can we organize effective cooperative learning? I made some attempts in the following aspects.

Cultivate study groups and gradually master cooperation skills.

The failure of many cooperative learning lies in: students can't listen, can't communicate, only talk and do their own things. On the surface, there is a form of cooperation, but in fact there is no god of cooperation. Therefore, cultivate study groups and let students learn to cooperate. It becomes a prerequisite for the smooth progress of group cooperative learning. The consciousness, habit and ability of cooperation of lower grade students in primary school are extremely limited. I think the following three principles should be followed in cultivating study groups.

The principle of cultivating study groups in stages

In the early stage of group cooperative learning, students' cooperative ability is almost zero. At this time, it should be noted that the starting point of the number of cooperative groups is two. One person says, another person listens, one person operates, the other person observes and evaluates, and then transposes, so that students can gradually adapt to this learning style. When two people cooperate for a period of time, and the students have preliminary cooperation experience, I will gradually transition to a multi-person group of three or four people according to the specific situation, and pay attention to let the students take turns to be the team leader.

2. The grouping principle of "heterogeneity within groups, homogeneity between groups"

In the process of group activities, it often happens that the activity speed of each group is fast or slow, and after the fast group completes the task, it can't start talking nonsense by itself. The reason is that junior students have poor self-control ability, different levels among groups and different qualities among groups. Therefore, I think the grouping principle of "heterogeneity within the group and homogeneity between groups" is more scientific when forming a multi-person group with more than 3 people (including 3 people).

3. Team numbering principle

The so-called group member number is to give each group member the number 1, 2, 3, 4, and distinguish the academic level of the students in the group by their numbers in the group. For example, 1 with good grades in the group, and 2 with medium grades.

No.3 and No.3, No.4 was the worst. Before the group report and speech, the teacher announced to the whole class: Please speak on behalf of each group, and ask everyone Qi Xin to help him and prepare his speech. Under the support and pressure of small groups, students who don't want to think have to think and discuss in the atmosphere of group learning to find the answer to the question. In this way, students' interest in learning is stimulated, and every member of the group has a sense of collective center.

The questions provided for group learning must be based on students' cognitive foundation and cooperative ability. Those exploratory and open questions are difficult to be comprehensively considered by individuals, so it is necessary to give full play to the collective wisdom of the group, and students should be allowed to study cooperatively. I think the following contents are suitable for group cooperative learning:

Group cooperation is a learning method organized for students to explore learning results, rather than a teaching link for teachers in classroom teaching. "We are striding forward on the road of curriculum reform, and we will inevitably encounter various problems on the way forward. As long as we study deeply, understand the essence, study in reflection, grow up in research and get out of the misunderstanding. Classroom teaching is not the best, only better. Front-line teachers, let's work together and take the road of curriculum reform.

Teaching reflection

1. Thinking about the concept of mathematics-thinking about learning mathematics.

For students, an important purpose of learning mathematics is to learn mathematical thinking and see the world from a mathematical perspective. For a teacher, we should also look at mathematics from the perspective of "teaching". He should not only know how to do it, but also teach others how to do it. Therefore, teachers should reflect on the teaching concept from the aspects of logic, history and relationship.

In short, in the face of mathematical concepts, teachers should learn to think about mathematics-prepare mathematics for students, that is, understand the process of its emergence, development and formation; Explain the concept in different ways in the new situation.

2. Reflection on learning mathematics

When students enter the mathematics classroom, their minds are not a blank sheet of paper-they have their own understanding and feelings about mathematics. Teachers can't regard them as "empty containers", and "instilling" mathematics into these "empty containers" according to their own meaning will often lead to misunderstandings, because teachers and students have great differences in mathematics knowledge, mathematics activity experience, hobbies, social life experience and so on. These differences make them feel different about the same teaching activities. In order to "create" more mathematics learning materials for after-class reflection, a more effective method is to "squeeze out" as many problems in students' minds as possible in the teaching process and expose their thinking process of solving problems.

3. Thinking about Mathematics Teaching

Teaching well is essentially to promote learning well. But can we meet our wishes in the actual teaching process?

When we were in class, marking papers and answering questions, we thought we had made it clear and the students were inspired to some extent. But after reflection, we found that our explanation was not aimed at students' original knowledge level, and fundamentally solved students' problems. We just want them to solve a certain kind of problems according to fixed procedures. The students at that time may have understood, but they didn't understand the essence of the problem.