As an organizational form, group cooperative learning can only be evaluated by combining the actual teaching effect. To make group cooperative learning really work, teachers need to do a lot of preparatory work before class, including in-depth and detailed analysis of students' cognitive level, learning characteristics, teaching objectives, teaching environment and resources, and estimation of the problems to be solved in class: Why should group cooperative learning be used in this class (this link)? No need, okay? If so, what problems should be solved? When will it be held? Which content is suitable for class collective teaching, which content is suitable for group cooperative learning and which content is suitable for individual self-study? We should choose according to students' situation and teaching content, realize the diversification of learning methods, avoid "putting all eggs in the basket of cooperative learning" and really improve learning efficiency.
Second, seize the right time.
Generally speaking, group cooperative learning aims to inspire and complement each other by participating in exploration and discussion, and to solve problems that individuals cannot solve or are difficult to solve in a short time with collective wisdom. However, cooperative learning must be based on independent thinking. When students encounter difficulties in solving a problem independently, need to seek help from others, and have psychological needs of communication and cooperation, it may be more effective to arrange cooperation and exchange. At the same time, students must have their own opinions if they want to participate in group discussions or research. Therefore, individual independent thinking cannot be replaced by others or groups. Teachers should leave some time for students to think independently when organizing students to participate in discussion or exploration. Only in this way can students' personal strength be reflected in group cooperation and students can get real development.
Third, let students learn to listen.
In teaching, we often see that when a classmate speaks, many students raise their hands and keep shouting "teacher, me, me", and some even interrupt others directly to express their views loudly. It is necessary to create a relaxed and happy atmosphere for students to express their views and show themselves boldly, but it is also very necessary to guide students to learn to listen. Listening is respect for the speaker. Only by listening to others enthusiastically will the speaker feel welcome. On the contrary, when someone speaks but no one listens, it will greatly dampen the enthusiasm of the speaker. At the same time, listening to other people's speeches can also inspire you, thus making up for your own lack of consideration. Efficient classroom should not only encourage students to "love to talk", but also guide students to "listen" and advocate students to "think more".
In group cooperative learning, teachers should pay attention to cultivating students to listen to others' opinions carefully and consciously "train" students. Ask students to be specific: First, be patient. Whether listening to the teacher's lecture or listening to the classmate's speech, especially when the classmate makes mistakes, be sure to wait for him to finish, and then point out the shortcomings in an appropriate way; Second, be open-minded. When others put forward opinions different from their own, they should be able to accept them humbly and correct their own views while listening; The third is the heart. When listening to other people's opinions, don't blindly follow them, but accept them selectively. Learning to listen is not only the need of learning, but also the need of learning to respect, communicate and be a man.
Fourth, don't ignore students with learning difficulties.
The purpose of establishing cooperative learning group is to give each member more opportunities to participate in the learning process, taste the joy of success, and enable students to learn actively and form a profound experience. However, in classroom teaching, we often see such a phenomenon: some gifted students frequently express their opinions, while others just sit in. In the bustling atmosphere, the fact that "a few students compete for the table and most students accompany the guests" cannot be concealed. Therefore, in the process of group cooperative learning, the guidance of teachers is particularly important.
First of all, carry out learning appraisal activities in groups to create a situation in which only group members can achieve their personal goals. In other words, team members should not only strive to achieve their personal goals, but also help their peers achieve their goals. Through mutual cooperation, team members can achieve the expected goals together. Teachers' evaluation is not only individual-oriented, but also pays attention to the affirmation of the collective achievements of the group, so that the members of the group can feel the collective wisdom and enhance the sense of collective honor through encouragement.
Secondly, the "spokespersons" of the group should be rotated. Every time students cooperate in learning, the group will choose a representative (usually a top student) as the spokesperson of the group to show their learning results to the whole class. For such students, if they can gain the trust of their peers, they will naturally be full of pride and sense of mission, and they will certainly do better. However, what about other students in the group, especially those with learning difficulties? They also need respect and performance. Therefore, the "spokesperson" of the group should not be fixed, and the role should be rotated. Special attention should be paid to those students with learning difficulties who are not active enough and have an inferiority complex.
Third, pay attention to students with learning difficulties from the perspective of vertical development. Teachers should use a "magnifying glass" to discover the strengths of students with learning difficulties and praise them, so that they can raise their confident sails, actively participate in group learning, and boldly put forward their own ideas and questions. Educate gifted students, encourage them to take the initiative to help students with learning difficulties, form a good cooperative relationship in the group and feel the fun of learning.
Fifth, teachers should change their roles.
When students study in groups, teachers should first play the role of organizer and guide, and design the requirements of group discussion and activities; Teachers should also be the promoters and collaborators of students' learning when the group conducts in-depth cooperation and exchange. In order to make group learning fruitful, teachers must keep abreast of students' learning situation in the study group and conduct effective guidance and regulation. In this process, teachers should adopt a friendly and constructive attitude and behavior, and neither interfere too much with students' learning process nor stand idly by for students with learning difficulties. Teachers should be more of a mentor when guiding students to complete the summary and application of new knowledge. Teachers need to listen to students' concluding remarks and give timely feedback and suggestions. For example, answer students' questions, help students summarize their findings and provide applied knowledge.
How can we organize effective cooperative learning?
1, reasonably divide the team members. The purpose of group cooperation is to let each group member learn something from it. If members of several groups are allowed to play freely without making any arrangements, then they will make irresponsible remarks and no one will care about anyone. The whole cooperation process is like a mess, and students will not get any improvement from cooperation. In order to avoid this phenomenon, it is very important to assign them good jobs when forming teams.
2. Establish some basic rules for group cooperation.
"Without rules, there would be no Fiona Fang." Group cooperation is no exception. Under normal circumstances, in group discussions, students who have studied well will not wait for other students to speak, but will express their views first. In this way, those students with learning difficulties are equivalent to taking a form and getting ready-made answers without brain thinking. The result is better and worse. At this time, it is necessary for us, the organizers of classroom teaching, to make arrangements in advance and make clear the rules of cooperation.
3. Teachers participate in students' group cooperation.
What should we teachers do when students cooperate in groups? I don't think we should wait, wait and see, or do other things, but we should go deep into the group to understand the effect of student cooperation, the focus of discussion, the cognitive process and so on, so as to flexibly adjust the next teaching link.
In addition, it is worth mentioning that in the group report, our teacher should first change the mantra for many years: "Which classmate wants to talk about it" to "which group wants to talk about it." Let the members of each group understand that they are a collective, and members should unite and cooperate and learn together. At the same time, we can try to set the opinions of a group as the goal, so that everyone can express their opinions. Then, in the debate with the group, students will find differences more easily, and in the collision of thinking, students will have a deeper understanding of the problem.
After reading this article, I think we should build a platform suitable for students' creative learning in teaching, help students understand mathematics knowledge in independent inquiry, and establish independent, cooperative and inquiry learning methods for students. The process of students' independent thinking, mutual discussion and problem solving is the process of self-discovery and self-learning. Through independent thinking and group communication, students' ability of independent thinking and consciousness of cooperative communication are cultivated in teaching.
Group cooperative learning is an important form to promote students' learning and communication, which needs our continuous exploration and research to make this learning method more reasonable and effective.