Since the new curriculum reform of smoking, this phenomenon often appears in classroom teaching. Other students have nothing to do. In a sense, cooperative learning has become a phenomenon of "central eugenics", while "learning depends on students" is only sharing, but it has not achieved real development. How can we establish a democratic and equal cooperative learning relationship?
I try to set up a study group by the students themselves. At the time of formation, according to students' specialties, interests, hobbies, intellectual status and academic performance, give students some suggestions, and then let students choose cooperative partnerships. In the process of implementing cooperative learning, it is adjusted regularly according to the specific situation of students. "How happy it is to study with my favorite classmates.
Many students took part in this kind of study with great enthusiasm. Students choose their own partners, members know each other, and their trust and respect are greatly improved.
In the process of division of labor and cooperation, it is easier to reach an agreement, truly embody the spirit of cooperation of sharing weal and woe and helping each other in the same boat, and realize everyone's participation and equal exchange.
Pay attention to the opportunity and effectively choose cooperation topics.
The knowledge in mathematics can't cooperate with any knowledge points or must cooperate. The knowledge of cooperative learning must be difficult, thoughtful and open. In the process of learning, it is difficult to solve problems only by personal ability, but the problems cannot be simple, otherwise cooperation will be meaningless.
It can't be too profound, otherwise it will easily dampen students' enthusiasm for cooperative learning. Therefore, I pay attention to the timing of group cooperative learning in class, which is mainly reflected in discovering regular knowledge, doing experiments, revealing the difficulties and difficulties of knowledge, optimizing diversified solutions, distinguishing the concept of confusion potential, and when students think hard or disagree.
I let students speak freely and let group cooperative learning play a role. Before cooperation, help students to clarify the purpose and task of cooperative learning, let students know what problems to solve, and write down the thoroughly discussed language or situation, so as to arouse students' interest in learning and devote themselves to cooperative learning.
Teachers and students interact and strive to create a harmonious atmosphere.
Every cooperative learning, first of all, carefully design the situation, so that the teaching objectives always include the students' learning objectives, effectively make the learning tasks cooperative, and let students clearly feel that "I need to cooperate with others." For example, when teaching a preliminary understanding of rectangles, squares and parallelograms, do you need to use your own learning tools or things around you to find out what their characteristics are?
After learning tasks are clearly defined, students should be put on the stage of independent and cooperative learning, and the initiative in learning should be given to students, so as to cultivate their listening and cooperative abilities. In the process of student rebellion, teachers should pay great attention to the order in which students report their grades, and try to encourage students with weak learning acceptance to express their opinions first, and then let other students supplement them.
Finally, let the students with strong learning ability summarize. Only in this way, top students can use it, middle students can get exercise, underachievers can get help, and students' learning skills can be effectively improved.
Curriculum standards clearly point out that "teachers are not only organizers and guides of mathematics learning, but also collaborators and promoters." "
To this end, I let students experience that teachers have been participating in their learning process, sharing problems with them and persuading them together, such as the teaching of multiplication facet method. Students observe four groups of equations obtained by solving practical problems, and the result is "the sum of several numbers multiplied by one number."
You can multiply these numbers with the numbers outside the brackets and then add them up. "I encourage students to be brave and fearless." From this, what do you think of the students' tentative suggestion that when the difference between several numbers is multiplied by-$ -number, is there such a law? I pretended to be surprised: who else has the same idea as him?
With my little hands raised, I also raised my hands high. "What a coincidence, the teacher thinks so too. Let's verify it together-next?