First, reasonable grouping and effective division of labor.
In order to form cooperation among students and make this cooperation active and effective, it is necessary to establish a positive interactive relationship among students, and everyone should clearly and actively assume the responsibility of completing the task in cooperation. Implementing the optimal combination strategy of group members is the premise of whether cooperative learning can be effective, and cooperative learning is the mutual learning completed by students in groups. As a physics teacher, we should fully understand the grades, personal hobbies, personality characteristics and family situation of the students in the classes we teach, and make a reasonable division of labor on this basis. Generally speaking, cooperative learning is grouped according to the principle of complementarity. Complementarity can enhance the understanding between different people, thus enhancing the interest and fun of cooperation and increasing the methods and ideas to solve problems. Complementary grouping is to match boys and girls, students with good learning foundation, poor students, students with different abilities, students with different specialties and students with different family environments. ................... (Generally, each group in our school is divided into 6-9 people. The classes in our school are very large, and each group has many members. It must be considered that there are students at all levels in each group, and the overall level of each group is equivalent, so that fair competition can be carried out in each group. After the group is established, the group leader is selected first, and then the slogan and goal of the group are determined through discussion, and posted on the blackboard in the form of handwritten newspaper. Finally, each group has a reasonable and effective division of labor according to the characteristics of students. For example, who organizes discussions or experiments, who performs specific operations, who takes notes, who mainly answers questions from teachers or other groups and so on. However, this division of labor is not the same. They can rotate their roles according to different courses, which gives them the opportunity to exercise themselves from different angles and make each student develop in a balanced way. At the same time, it enhances their sense of cooperation and responsibility, and promotes the cultivation of cooperation spirit and ability.
Second, carefully design and organize discussions and exchanges in cooperative learning.
"Discussion" is the most common and effective way in cooperative learning. Teachers should carefully design the content of the discussion. As "observers", students should express their opinions, inspire each other, help each other, learn from each other and communicate with each other in a positive interaction, so as to gain new knowledge, expand their thinking and develop their abilities. "Discussion" is the central link of group cooperative learning, which is directly related to the effectiveness of cooperative learning. Therefore, teachers should carefully design the discussion content, grasp the discussion opportunity and organize the discussion process, so that learners can effectively participate in cooperative learning. Teachers should make full use of the situation of the question, lead the question deeper, and let students correct and answer the wrong questions or exercises themselves in the discussion, so as to learn firmly. In the process of discussion, the teacher has enough time to think independently and communicate and explore. If the time is too short, students have no time to think, let alone design experimental exploration schemes, which will easily lead to the top students in the group speaking in unison, and the poor students are at a loss and at a loss. Make the discussion a mere formality and fail to achieve the purpose of cooperative learning. Therefore, we should pay attention to students' habit of independent thinking, teach students to learn to listen, and cultivate the habit of active participation and enthusiastic speech in society. Teachers should create a democratic, harmonious, relaxed and free learning atmosphere for group cooperative learning, respect and protect students' enthusiasm for participation, and encourage students, especially those with learning difficulties, to actively participate in various forms of activities. Let the students who speak have a sense of honor on behalf of the group, and let the students fully appreciate the fun of cooperative learning, thus forming a strong self-confidence.
Third, seize the time and carefully choose the content of cooperative learning.
In actual teaching, group cooperative learning mode can appear many times, and it is often integrated with teachers' demonstrations, lectures and students' self-study. Teachers must choose the right time to carry out group cooperative learning according to the teaching content of each class and the actual situation of students in order to achieve better teaching results. Students who study independently in group cooperation, after learning the teaching materials by themselves, exchange the self-study situation with the study group as a unit, discuss the problems existing in the preview and see if other students in the same group can solve them. If it can't be solved, sum up the problems and ask the students in other study groups for advice, so as to form a classroom atmosphere of group interaction, group interaction, mutual discussion and debate. During this period, teachers should give timely guidance and teaching. Through this link of cooperative learning, students can develop good cooperative learning habits of independent thinking, active participation, enthusiastic speech, careful listening and observing rules and regulations.
Group cooperative learning in students' grouping experiments In physics teaching, many students need to do grouping experiments in order to create a good experimental scene for students, provide sufficient perceptual experience and enable students to better master new knowledge. However, if each student is arranged to do it independently, not only the equipment is not enough, but also the workload of one student is large and the classroom teaching time is obviously insufficient. Some students simply do not have the conditions and ability to complete independently. At this time, it is the best choice to adopt the method of group cooperative learning. Under the organization of the group leader, the members of the group cooperate with each other, so that each member of the group can undertake a part of tasks commensurate with his interests and abilities, and give full play to his personal advantages. The team leader collects the information of the team members' experiments in time, reports to the teachers and the whole class, and realizes the maximum exchange and cooperation and resource sharing. For example, in the activities to explore the factors affecting the size of conductor resistance, each group should have a clear division of labor, who will undertake the connection and arrangement of experimental equipment, who will preside over the experiment, who will record, who will collect information, who will report and so on. So as to cultivate students' good study habits of cooperation and communication, eliminating the false and preserving the true, and seeking common ground while reserving differences.
In the operation process of grouping experiments, students often only pay attention to the phenomenon, but ignore the data processing and the conclusion of the law. Teachers can't let themselves go, completely let them go. Teachers should pay attention to patrol, guide and inspire, guide students to make experimental records in time, find out the essence according to the phenomenon, and strive to find something regular in order to obtain the best overall effect of group cooperative learning. For example, in the experiment of measuring resistance, students found that the calculated resistance was several times different, so they had to modify the recorded data. At this time, teachers should patrol and guide students to analyze the reasons for this difference, instead of letting themselves drift. So as to cultivate students' spirit of seeking truth from facts and learning scientifically.
Fourth, pay attention to evaluation and promote development.
Timely evaluation is the guarantee of developing group cooperative learning. Cooperative learning is cooperation within a group, so evaluation can be carried out from two aspects, one is self-evaluation within a group, and the other is mutual evaluation between groups. No matter which evaluation method, we should adhere to the viewpoint of developmental evaluation. Teachers can guide the group self-evaluation from two aspects: first, summarize the achievements and experience; The second is to analyze the existing problems and reasons and point out the solutions. The mutual evaluation between groups should sum up the advantages and disadvantages of each group, so as to achieve the purpose of learning from each other and promoting each other. Teachers should always listen to students' speeches with great enthusiasm and play the role of good observer, guide, collaborator and promoter. Timely evaluation and encouragement of students' performance in activities, experiments, production and discussion can stimulate students to make persistent efforts and catch up. Promote mutual learning, help, learn from each other and promote each other through evaluation. In the evaluation, in addition to properly evaluating the results of group learning, more attention should be paid to students' cooperative attitude, methods and participation in learning, and more attention should be paid to students' listening, communication and cooperation. Encourage students to evaluate each other, self-evaluate and evaluate teachers, highlight students' dominant position, strengthen emotional communication between teachers and students, and give full play to the positive role of learning evaluation. Give full affirmation, vivid and interesting rewards or high-profile praise to outstanding groups and individuals in time, so that they can fully experience the fun of cooperation and enjoy the pleasure brought by success, thus stimulating the fun of re-learning.
In a word, "group cooperative learning" is a new learning method advocated by the new curriculum, which plays a very important role in promoting emotional communication between students and cultivating their cooperative communication and practical ability. Of course, cooperative learning emphasizes that students are the main body of learning and students' independent inquiry, which doesn't mean that teachers don't need guidance, that teachers can give up, and that teachers can unload the responsibility of education and teaching. Teachers only actively participate in students' discussions, act as observers, guides, collaborators and promoters, grasp the teaching rhythm in a timely and appropriate manner, and adjust the classroom progress, so as to continuously optimize the classroom teaching structure, continuously strengthen the effectiveness of group cooperative learning and continuously improve the quality of classroom teaching.