The connotation of cooperative learning mainly includes: first, cooperative learning is a kind of learning mediated by social activities, and the construction of good social activities is the premise and basic guarantee of cooperative learning. Cooperative learning can't be the simple accumulation of individual learning, and the group can't be the epitome of traditional classroom. Substantive cooperation must involve all members, and members must have the role psychology of collaborators. In the process of learning activities, members' cognition, emotion and behavior must interact. Secondly, cooperative learning is learning that makes full use of social thinking or collective thinking, and seeking development through mutual stimulation and ringing of thinking is the basic feature of cooperative learning. Group learning and thinking activities can produce a "social thinking field", which is the spiritual environment of group thinking and restricts and affects individual thinking. Good thinking interaction can promote and inspire individual thinking and achieve good results. Third, cooperative learning should not only focus on improving students' cognitive ability, but also on improving students' subjectivity and social quality. Cooperative learning is not only a cognitive activity, but also a social interpersonal activity. Although cooperative learning appears in specific learning forms and achievements, it should not only stay at the cognitive level, but should transcend cognition through cognition, cultivate sound personality and social quality, and truly "learn to recognize" and "learn to cooperate". The characteristics of cooperative learning different from the traditional whole class teaching are as follows: (1) Cooperative learning is a teaching activity with group activities as the main body. The formation of the group provides the form and space for the group activities, the teacher's intensive lectures provide the knowledge background for the activities, and the implementation of the group awards provides an inexhaustible source of motivation for the activities. (2) Cooperative learning is a cooperative activity between peers. It changes the class teaching structure by creating a group form of "homogeneity between groups and heterogeneity within groups", with the aim of promoting mutual assistance and cooperation among group members and taking it as the driving force of teaching activities. (3) Cooperative learning is based on the overall performance of the group as the basis for evaluation and reward. It has changed the traditional practice of taking personal achievement as the standard and students as the reward object in class teaching, thus changing the communication mode of competition among students in class teaching, promoting mutual assistance and cooperation among group members, and enabling students to do their best in their respective group activities and get maximum development. (4) Cooperative learning ensures and promotes the atmosphere of mutual assistance and cooperation in classroom teaching by setting group goals. Members of each group must regard the success of the group as personal success, so that each member not only needs to learn the required knowledge, but also cares for and helps other members of the group to succeed.
Three. Related theories of cooperative learning 1. Tutorial system. Tutorial system, also known as Bell-Lancaster system, is a form of teaching organization jointly initiated by Bell (1753- 1832) and Lancaster (1778- 1838). It has been popular in Britain and America for decades. Its organizational form is: when the teacher is in class, he first selects some older or better students to teach, and then these students will be "tutors", and each tutor is responsible for teaching a group of students what he has just learned. Tutors are not only responsible for teaching, but also for inspection and examination. They are teachers' assistants. In cooperative learning, group leaders are first trained by teachers, who are the "mentors" of each group. 2. Cognitive theory. Cognitive theory emphasizes the influence of students' activities on their academic performance. Vygotsky defines children's proximal development zone as the distance between the actual development level determined by independent problem solving and the potential development level determined by adult guidance or cooperation with more capable peers to solve problems. Children who cooperate with each other in the nearest development area will show more advanced behavior than those who work alone. Students of different levels can learn from each other's strong points in cooperation, deepen their understanding of problems and promote the improvement of learning quality. Piaget believes that social experience knowledge-language, value, rules, morality and symbol system can only be acquired through interaction with others. Cooperation better provides this kind of interaction between students. In cooperative learning, students often need to explain materials to other group members and explain them. According to cognitive refinement theory, this is also one of the most effective refinement methods. Of course, students who listen patiently to other students will learn more and better than students who study alone. In group cooperative learning, students' potential knowledge and ability will be quickly activated in cooperation and discussion and become real knowledge and ability. 3. Self-control theory. The internal driving force of human behavior comes from people's internal needs. Children have their basic psychological needs and emotional needs, such as love, belonging, caring for others, influencing others, sharing and cooperating with others. Compared with traditional teaching, cooperative learning is more conducive to meeting students' psychological needs, promoting students' emotional development, thus generating internal motivation for learning and making students consciously engage in learning activities. 4. Collective dynamic theory. In cooperative learning, students don't have to be afraid of the authority of teachers, and they don't have to worry about the failure and nervousness of personal learning. The environment of mutual encouragement, mutual help, mutual care and cooperation among students is conducive to students' self-esteem and self-respect, which is positively related to students' academic performance and can promote students' learning. In cooperative learning, members depend on each other, and teachers are rewarded on the basis of overall performance, so that group members form an inseparable whole, which will produce positive group pressure on students with relatively weak motivation, perseverance and sense of responsibility, thus generating learning motivation and improving learning effect.
5. Classroom teaching theory. Classroom teaching theory emphasizes students' dominant position in learning. Only by mobilizing students' learning enthusiasm can the quality of classroom teaching be improved. In the traditional class collective teaching, teachers are in an authoritative position, students strive for their own goals, students compete with each other and lack mutual assistance, and teachers' rewards are only for individual students. The enthusiasm of students has not been fully exerted. However, in cooperative learning, only when every student in the group is conscientious can the group succeed and the members of the group achieve their goals. The one-way communication between teachers and students has developed into multi-directional communication, and the reward has also changed from individual reward to group-oriented cooperative reward. The authoritative relationship between teachers and students has changed from students' self-control to teachers' assistance, so group learning better reflects students' active position in the classroom and is conducive to improving the quality of classroom teaching. At the same time, students' self-management ability is also cultivated in cooperative learning, and teachers are liberated. Teachers can spare time and energy to give individual counseling to students. 4. Conditions for cooperative learning 1. Rich social learning activities. Both the improvement of cooperative consciousness and the development of cooperative skills need to be realized in a large number of colorful social cooperative learning activities. Classroom teaching must break the limitations of pure cognitive activities, make full use of school and social resources, give full play to the great potential of learners' interpersonal relationships, and expand classroom learning into social exploration and communication activities. 2. Learning content, membership level and membership must be appropriate. First of all, the difficulty of learning activities should be moderate, and at the same time, it should arouse the interest of members. In order to make it impossible for individuals to carry out problems independently, they must cooperate to complete them, so that members will be interdependent and conducive to cooperation; Secondly, the level, knowledge background and personality characteristics of members should be reasonably matched. There can be no dialogue on an equal footing if the level of members cannot be too different. Knowledge background should be reasonably matched according to the characteristics of the problem. If some problems involve plants, mathematics, social knowledge, etc. , you can consider matching members with the above background knowledge to facilitate active discussion and extensive thinking. Third, in the configuration of members, we should consider the configuration of different personnel according to the existing conditions. For example, some problems can be completed through the cooperation between teachers and students in class, and some problems are suitable for the cooperation between students and parents. 3. Students must have the psychological preparation and communication skills for cooperative learning. Because of the one-way teaching mode of "you talk and I listen" in classroom teaching in China for a long time, students are used to passive acceptance, and they are often at a loss in cooperative learning activities, or regard cooperative learning as a form, so they can't really enter the role of collaborators psychologically. Therefore, teachers should encourage students to change their role consciousness, psychologically establish the role consciousness of independent cooperation, overcome the psychological tendency of dependence and passive acceptance, break the shackles of authority, and truly establish the learning confidence of independent cooperation and inquiry. On this basis, we should also teach students some necessary cooperation skills and rules, such as learning to listen to others' speeches, respect others' opinions, accept others' constructive views, and learn to effectively reason and explain their own views.
Teachers should have a positive attitude, rich knowledge and necessary skills. Teachers play a key role in the realization of cooperative learning. Teachers can effectively promote cooperative learning through guidance, organization, suggestion and evaluation. If teachers are not active, do not change the traditional role and teaching mode, and are not familiar with the laws and characteristics of cooperative learning, cooperative learning is difficult to achieve. This requires teachers to change traditional teaching concepts and roles, fully trust students and dilute authority consciousness. At the same time, teachers should learn some basic knowledge and skills of cooperative learning, and effectively guide students' cooperative learning according to their psychological characteristics. 5. Obstacles to cooperative learning First of all, some teachers, parents and students hold traditional ideas about learning. Most students and parents think that the more teachers talk, the better the learning effect will be. Some school leaders and parents regard teachers' less explanations and let students study independently and cooperatively, which is regarded as a sign that teachers are "lazy" and irresponsible to students. The second is the lack of family and social environment for cooperative learning. A large number of students' autonomous learning is done at home. Learning is either taught by parents, not by teachers, or some exercises are done independently, so there are few opportunities for cooperative discussion. Third, teachers' sense of authoritative role. Teachers' role consciousness usually puts themselves in an authoritative position, so it is difficult to discuss problems with students equally. The fourth is the management and evaluation system of the school. Cooperative learning needs open and flexible teaching time and space, and sometimes the teaching order is inevitably a bit "chaotic", which is not allowed by the traditional school management concept of paying attention to uniformity; In addition, cooperative learning can't be immediate in a short time, so cooperative learning is often ignored by schools. Only by changing ideas and reforming the traditional school management system, especially the evaluation system, can cooperative learning be widely carried out. 6. Teaching strategy of cooperative learning 1. Design and carry out a wide range of social activities to build a broad platform for cooperative learning. It is extremely limited to carry out cooperative learning only in class. Cooperation consciousness and cooperation skills can only be effectively cultivated in colorful social activities. Therefore, it is necessary to broaden the teaching time and space, extend the classroom to society, extend learning to life, and design a wide range of social learning activities. 2. Carefully select and reorganize the content of cooperative learning to provide rich resources for cooperative learning. At present, most of the learning contents that students face are logical deduction teaching material systems, which are rigorous in structure and suitable for explanation and teaching, but not necessarily suitable for students' inquiry and cooperative learning. In order to stimulate students' interest in learning and help them achieve cooperation, teachers must reorganize and choose the teaching content, so that the teaching content can show the process of knowledge generation and discovery, adapt to students' psychological characteristics, be suitable for discovery and exploration, and make students spontaneously have the psychological needs of cooperative discussion.
3. Give students special training in cooperative learning methods and skills to prepare for cooperative learning methods and skills. Specialized training in cooperative learning methods and skills, learning how to cooperate, how to communicate, how to coordinate and organize collective research and discussion, etc. Can effectively promote the deepening of cooperative learning. Group is the basic unit of cooperative learning, and each student should play a specific role, such as leader, motivator, inspector, reader, coordinator, reporter and operator. And the group roles are interdependent to enhance the interaction between students. For another example, we must think independently before the discussion, otherwise it is easy to have a "free ride". 4. Make extensive contact with parents and communities, build a large teaching system, and provide a good environment for extensive cooperative learning. In order to extend students' learning into life, schools must work closely with parents and communities to build a cooperative learning environment, so that parents can participate in students' learning activities, and the community can become the second classroom for students' cooperative learning, so that students' learning, life and practice can be integrated. While learning cooperative learning, they can learn to understand, coordinate and tolerate, and learn to live together. 5. Heterogeneous grouping. Cooperative learning generally adopts heterogeneous grouping, that is, differences in gender, academic performance and ability are formed among group members. In addition, differences in family economy, social background, personality and temper can also be considered. Because everyone is heterogeneous, there is homogeneity among the groups in the whole class, which is the grouping principle of cooperative learning-homogeneity among groups and heterogeneity within groups. Heterogeneity within a group provides the possibility for group members to help each other, while homogeneity among groups lays the foundation for fair competition among groups within a class. In a word, the grouping technology of cooperative learning is different from the previous ability grouping or interest grouping-these are homogeneous grouping. Homogeneous grouping has been proved by practice to do more harm than good, and it is easy to cultivate students' blind self-confidence or excessive inferiority, while the biggest advantage of heterogeneous grouping is probably to let students know that everyone has strengths and weaknesses, and that people's intelligence, personality and talents are diverse. Only by being kind to yourself, appreciating others and knowing people, can we exert the greatest team learning effect. The number of cooperative groups of FLTRP is generally 4-6, and the number of large classes in China is generally 8. We designed our own three times three 9-person grouping mode. See also the monograph. Cooperative learning groups generally do not advocate students' voluntary combination, and students' personal wishes can only be used as reference. Teachers should explain to students that cooperative learning groups are not purely friendship groups or entertainment groups, but a team that works together. Just like in society, we can't choose our colleagues at work, and it's hard to choose who to be neighbors with. Learn to get along with different people, especially those students with poor communication skills and unsatisfactory academic performance, and be willing to be close to them and work hard.
6. Cooperative learning control strategy. When the 1 group activity goes very smoothly, the teacher should praise it in time. When the task of the group is not clear, the teacher should be patient and explain the content and operating procedures of the task to the students repeatedly. The group discussion is too loud, so the teacher can choose someone from the group to be the noise supervisor. When there are problems in collective activities, teachers should intervene and guide them in time. The group finished the task ahead of time, and the teacher should check whether they finished the task correctly. When the group discussion deviates from the theme or is blocked for a while, teachers should find it in time, stop it in time, or provide guidance for the group discussion in time to make the group discussion go smoothly. Students are unwilling to participate in group activities, and students are often absent. Teachers should be patient and caring, often encourage and help these students, and then slowly guide them to join the group study. 7. Handle the relationship between classroom teaching, group learning, individual autonomous learning and individual counseling. 7. Several modes to be studied in cooperative learning. Help-acceptance 2. Collaboration-accept 3. Help-Discovery 4. Collaboration-Discovery 8. Essentials of cooperative learning 1. Positive interdependence. Every member of the group realizes that he is in the same boat with the group and other members of the group, and the relationship between honor and disgrace is * * *. Methods of establishing positive interdependence: positive goals, positive returns, positive data, positive identification and positive role interdependence. Let's take a group of 9 people as an example. The roles are as follows: the summarizer is responsible for retelling the main conclusions and answers of the group; Checker-responsible for ensuring that team members can clearly state the answers and conclusions reached by the team; Referee-responsible for correcting any mistakes made by others in explanation or summary; Liaison-responsible for the contact and coordination between the group and teachers and other groups; Recorder-responsible for recording the resolutions of the group and preparing the report; Observer-responsible for paying attention to the activities of groups, such as noise and controllers; Documentary-responsible for finding information and providing information; Discipline inspector-responsible for discipline management and record; Lifeguard-if you need help urgently, lend a helping hand in time. 2. Personal responsibility. Improve personal responsibility, complete your own tasks first, and then pay attention to your peers' tasks. 3. Cooperation skills. The necessity and importance of cooperation-the existence and development of groups and the survival and development of individuals. Cooperation skills-team building skills, greeting others skills, introducing yourself and others skills, basic skills of group activities, listening to others, praising-responding to compliments, exchanging ideas, making plans and making suggestions-responding to suggestions.
4. Group self-assessment. The cooperation group must regularly evaluate the activities of * * * to maintain the effectiveness of the group activities. The role of group self-assessment-diagnosis, improvement and promotion. The content of group self-evaluation is to sum up experience, analyze existing problems and related reasons, and make clear the direction and goal of development. 5. Mixed grouping. The reason for mixed grouping. Factors to be considered-complete random method, stratified random method, students' gender, students' family background and students' personality characteristics. Mixed grouping method-students' grades and abilities. 6. The role of teachers. Monitor students' behavior-do students really understand the learning task? Do students accept positive interdependence and personal responsibility, and do students work towards standards? Whether the criteria for success are appropriate and whether students need help. Provide mission assistance. Intervene and teach cooperative skills. 9. Disadvantages of cooperative learning 1. Wasting time. 2. Waste energy. 3. Neglect the cultivation of autonomous learning ability. 4. It is not conducive to highlighting the outstanding development of students. 5. It is not conducive to the improvement of students' comprehensive ability. X. See the monograph for the practice of historical cooperative learning. References: 1. [America] Robert E. Slaven's Cooperative Learning and Students' Achievement 2. Professor Wang Tan, Director of Shandong Institute of Educational Sciences, talks about the basic concept of cooperative learning. Zhong Qiquan on class management. On the teaching mode of senior one. George Jacobs Michael Ballo Van Ryan.
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Cooperative learning program
Cooperative learning program
Slogan: Dont Ask For Help people are successful, but we must make progress; Everyone makes progress to varying degrees every day.
Proverbs: Learning alone without friends is ignorance. A threesome requires a teacher. (Yukime)
First, the background of cooperative learning
Cooperative learning originated from the study of students' collective motivation by social psychologists in the 1960s. In the mid-1970s, cooperative learning rose and gradually developed into a classroom teaching strategy in the mid-1980s. This strategy has been widely used in primary and secondary schools in more than 50 countries. The theory and practice of cooperative learning in different countries are quite different, some of them focus on relatively structured programs and the mastery of skills, concepts and information; Some focus on unstructured discussion or group design, focusing on social interaction, high-level thinking or problem-solving skills.
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At present, primary and secondary education in China has a strong competitive color. Students regard the school as a competitive place, and everyone wants to be better than others. This kind of education is a kind of competitive education, which bases its success on the failure of others. In such a learning atmosphere, students cultivate a distorted sense of competition and corresponding self-interest behavior. Most of them lack cooperative consciousness, less altruistic behavior, and lack the basic skills to get along with others. This situation is incompatible with the information age in which we need a sense of cooperation. This situation is even more worrying today, especially when the only child is in the majority.
Cooperative learning integrates cooperation, competition and individual behavior, and optimizes the combination to make use of it, which conforms to the teaching law and the needs of the times and is a major change to the single competition pattern or situation of traditional teaching.
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2. The concept of cooperative learning
Cooperative learning refers to a teaching strategy system that promotes students to help each other in groups and accomplish learning tasks together, and rewards and punishments students according to the overall performance of groups.
In the form of cooperative learning, the arrangement of students' seats has changed from a long row to a group, but its essence is to establish a positive interdependence between students. Each group member should not only take the initiative to learn, but also have the responsibility to help other students learn, aiming at the progress of each student in the whole group. Teachers reward groups according to their overall performance, and students get rewards by comparing with their own past. Cooperative learning is not only conducive to improving students' academic performance, but also can meet students' psychological needs, improve students' self-esteem, promote students' emotional development, love each other among students, and improve students' social skills. Through this kind of teaching form, students can better adapt to all kinds of ability differences that may be encountered outside school in the future, and individual differences can play an active role in collective teaching.