How to carry out group cooperation in primary school Chinese class
1, reasonably form members and establish cooperative learning routines.
Among many forms of cooperation, study group is the most commonly used and effective. Therefore, the formation of groups is particularly important. Grouping should follow the principle of "homogeneity among groups, heterogeneity within groups, and complementary advantages", and generally arrange 4-6 people, preferably 4 people in a group. Grouping should be flexible, considering the differences of students in all aspects, and integrating students' knowledge base, learning ability, hobbies and so on. Generally speaking, the team leader should be a person with strong ability, good study, helpful and cooperative spirit. According to the requirements of learning, the group leader organizes group members to communicate, discuss, read aloud and debate. After a period of training and study, let each team member take turns as the team leader, show their leadership and organizational skills, and experience the joy of success.
In each cooperative study, the group can choose a group representative to show their cooperation results to the whole class. Because of different learning contents, different requirements and changes in representation, every student may become a representative of this group, so that every student has the opportunity to gain a sense of accomplishment. This can not only stimulate students' desire for cooperative learning, but also increase their confidence in cooperation.
When students discuss in groups, teachers should go deep into each group to listen carefully, observe carefully, keep abreast of the discussion in each group, give clever guidance on how to express and communicate clearly during the visit, give targeted patient and meticulous counseling, and do everything possible to stimulate students to participate in the discussion, encourage students to speak boldly, and improve the efficiency of cooperative learning.
2. Give full play to the cooperative function and grasp the opportunity of cooperative learning.
Cooperative learning doesn't need all the content to cooperate all the time. It needs to be attractive and a topic of interest to valuable and challenging students. According to the characteristics of our Chinese teaching, we can let students participate in cooperation from the following aspects.
2. 1 Participate in preview cooperation; Preview before class can dilute the teaching difficulties and reduce the burden of classroom teaching. Group cooperative learning is an important means to improve the quality of classroom teaching and cultivate students' cooperative inquiry spirit. For example, group cooperation in consulting relevant materials and intra-group communication greatly improved the enthusiasm of learning Chinese. For example, when preparing for the preview of Tian Ji horse race, first stimulate students' desire to preview. I said, "During the Warring States Period, the State of Qi held horse races. Qi Weiwang's horse was better than Tian Ji's, but with the help of Sun Bin, they lost. Why is this? In the process of preview, new words are solved in groups.
Besides, what else can your team think of to help Tian Ji win? "Students feel very interesting, consciously do preview work, and the group leader takes the initiative to read by himself and urges the team members. In the process of checking the preview effect, each group passed the test of word mastery, and there was a spark of thinking. If a group actively explores cooperation, and when it comes to helping Tian Ji win, it is proposed that with the development of science and technology, Tian Ji's horse legs can be genetically modified into leopard legs, then Qi Weiwang's horses can only stay. The idea is so amazing that the students can't help applauding their group. In a harmonious learning atmosphere, the group cooperates to complete the preview task.
2.2*** Classroom cooperation; If group cooperative learning wants to play its due role in the classroom, teachers should strive to create cooperative learning situations, create an atmosphere of active inquiry and stimulate learning enthusiasm.
When studying in class, students often encounter some difficult problems, which is a hard creative thinking process. At this point, teachers should let them think independently before cooperative learning. In the process of full discussion, students often inspire each other according to their own thinking and the thinking of other members of the group, thus cultivating their innovative ability.
The lesson of "Diving" helps to understand the content of the text deeply by clarifying the relationship between man and monkey. I ask students to discuss and cooperate in groups. The chart shows that the students are very active. In the whole teaching, students not only understand the content of the text through independent, cooperative and inquiry learning, but also learn the laws and methods of mutual coordination and unity exploration in the collective.
2.3 Extracurricular development cooperation; Chinese is everywhere, in textbooks and in life. Chinese cooperative learning in classroom teaching is unified and standardized by teachers. If students want to further enhance their cooperative consciousness and improve their cooperative ability, they must expand their learning space, increase their practical opportunities and build an open Chinese learning world. Extracurricular life is a vast space-time field for students to learn and use Chinese cooperatively.
After learning Jiang Xianghe, the students had an impression on Lian Po and Lin Xiangru. In order to deepen their understanding of the characters' personalities, I arranged such an after-class cooperative exercise: the story of "Confess a humble apology" didn't depict the characters' words and deeds, so I invited the group to discuss and perform with the help of illustrations. In this process, group members cooperate with each other, cooperate with each other and trust each other. Make full use of famous aphorisms such as "to err is human" and "there is gold under one's knee". The dubbing of the words "lark tut tut in the lush forest" made the teachers and students emotional. Such cooperative learning improves students' oral expression ability, written language expression ability, performance ability in public places and cooperation spirit.
3. Attach importance to cooperative evaluation and stimulate the interest in cooperative learning.
Chinese cooperative learning, to a certain extent, creates opportunities for each student to develop their own strengths and potentials, which is conducive to cultivating students' collective consciousness and cooperative spirit. However, if the restriction of evaluation is lost, cooperative learning will be greatly reduced and it will be difficult to implement effectively. Therefore, evaluation becomes an indispensable part of cooperative learning.
For example, recognize new words and compare which group is faster and more accurate in one minute; Read the text and see which group is fluent. In this way, students with good grades will feel that for the honor of the group, they should not only study by themselves, but also help the members of the group. Almost all students, the sense of honor from the collective will make them feel that they can't hold back the collective and should take the initiative to learn. It is easy to have a good style of helping and learning from each other in groups. Of course, it is more important that teacher evaluation should aim at each student's different performance and characteristics in cooperative learning, adopt different evaluation methods, evaluation angles and evaluation standards, and respect the individual differences of students. As long as students make progress and gain something in group learning, they should be affirmed, so that students can taste the sweetness of cooperation and enjoy the happiness of learning.