The experiment of curriculum reform has entered the tenth year, and I am studying and practicing.
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New curriculum
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In the process of practice, I also listened to the opinions of many teachers.
Class, from which I learned a lot of knowledge and was greatly inspired. Most teachers can embody the new curriculum concept in classroom teaching, but there are also some.
There are some problems worthy of reflection.
Summarize some main problems and solutions as follows:
First of all, group cooperative learning is a mere formality.
In almost all math classes, we can see the form of group cooperative learning. This shows that teachers have consciously introduced this form.
Enter the classroom. However, careful observation shows that in some teachers' classes, group cooperative learning is only a form and lacks substantive integration.
Work. Mainly manifested in: the content of cooperative learning has no discussion value, there is no process for students to think independently before group cooperation, and students' participation is not strong.
Unbalanced, students' cooperation is not active enough, teachers can't give students enough cooperation time, and ignore the training and cultivation of students' cooperation skills.
Some teachers organize students to discuss in a mere formality and discuss for the sake of discussion. Some issues that don't need to be discussed are also being discussed. Some problems need to be solved.
Discussion, but less than a minute, the students haven't said two or three sentences, and they ended in a hurry.
Cooperative learning must be based on effectiveness. How to organize cooperative learning effectively, at least the following factors should be considered:
1
Cooperative communication is necessary, but some communication is not necessary at all, just pursuing the excitement in the classroom form.
2
There are various forms of cooperation and exchange, but some forms of cooperation are too single.
three
The ability of cooperation and communication needs to be cultivated. Students' cooperative communication ability is not innate, but needs the guidance of teachers.
four
The timing of cooperation and exchange needs to be carefully selected, and when to arrange what form of cooperation and exchange needs to be designed.
So, under what circumstances is it most suitable to organize cooperative learning? There are mainly the following aspects:
1
Open-ended questions are suitable for students' cooperative learning.
2
, difficulties, and promote students' cooperative learning.
three
When knowledge is easily confused, cooperative learning is appropriate.
four
Comprehensive content is suitable for cooperative learning.
Teachers should not only have a correct understanding of group cooperative learning in theory, but also strengthen the cultivation of cooperative learning teaching skills. Teachers' cooperative learning
Learning teaching skills at least includes the following aspects.
1
Grouping of cooperative learning. Teachers should carefully study and design the grouping of the whole class, and it is best to ensure the organization of the members in each group.
Ability, learning ability, academic performance, active thinking, gender balance. In order to determine the division of labor of each member, a rotation system can be adopted.
Such as team leader, recorder, documenter, reporter, etc. , completed by each member in turn. The team leader is responsible for organization and management, and the recorder is responsible for the cooperation process.
Documentaries are responsible for the collection of learning materials, and reporters are responsible for writing learning reports and reporting learning results on behalf of the group.
2
Instructional design of cooperative learning. When preparing lessons, teachers should study the textbooks in depth and make clear the new ideas to be embodied. The content of cooperative learning should have one
Determining the difficulty is worth discussing and discussing, and the problem should be open to some extent. How long does it take to design each link of a course?
What content needs cooperative learning, how much time for cooperative learning, etc.
three
Classroom implementation of cooperative learning. In the process of group activities, teachers should strengthen the supervision and guidance of each group, paying special attention to students with difficulties.
The performances at the event gave them more opportunities to speak.
four
After-class summary of cooperative learning. Teachers can collect information and reflect on their achievements through classroom observation, correcting homework and talking with students.
Learn from the experience and shortcomings in the work, and then give specific guidance to the performance of each group, and urge each group to reflect, so as to
Will gradually form a virtuous circle of group cooperative learning.
Second, the pursuit of formal autonomous learning, while ignoring the teacher's explanation.
Autonomous learning is learning under self-monitoring and is a kind of high-quality learning, which is based on
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Can learn, want to learn, can learn, and persist in learning.
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about
On this basis,
Therefore,
Autonomous learning is inseparable from the guidance of teachers.
Autonomous learning is not a kind of aimless free learning.
In the process of implementing the new curriculum,
Many teachers have a one-sided understanding of autonomous learning and dare not appear in class.
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speak of
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This phenomenon
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Talk less.
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As a teaching principle, put
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Talk less.
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work
It is an embodiment of autonomous learning. The teacher can point out the problem in one sentence, and he has to talk to the students.
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go around in circles
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、
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hide-and-seek
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, it seems more.
Work harder than who.
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Hardly speak.
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. Because they know, just say it.
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inspire
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、
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Force-feed ducks
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Suspected.