Years of English teaching practice have made us realize that group cooperative learning is an effective way to optimize foreign language teaching, whether in improving students' language ability or shaping students' personality. In the process of carrying out efficient classroom activities, organizing group cooperative learning in teaching and implementing mutual learning between teachers and students can not only give full play to students' initiative in learning, but also maximize classroom teaching efficiency. Cooperative learning is an important learning method advocated by the new round of curriculum reform, which is guided by goal design, driven by teacher-student cooperation and based on group activities.

Keywords group building cooperative learning evaluation mechanism

Early group cooperative learning, usually under the command of the teacher, the students in the group get together to discuss endlessly, and the learning atmosphere in the class is strong, but this is a form of group cooperative learning, with a good atmosphere, but it is difficult to guarantee the effect. In order to really arouse students' learning enthusiasm and optimize English classroom teaching effect through group cooperative learning, we need to explore and study constantly. Through the reform and practice of group cooperative teaching for more than one year, we should improve the following practices and promote the implementation of efficient classroom through effective group cooperative learning:

Optimize group construction to meet students' learning needs.

Integrate resources and optimize team composition.

Because of the great differences among students, in order to give full play to the advantages of group teaching. The combination of large groups and small groups can be adopted to facilitate the communication between groups and the inspection of tasks. According to the number of classes and the size of the classroom, my class is generally 42, so I divide six students into one group. There are seven groups in the class, and the number of groups is not too large, which is not only convenient for teachers to manage classes, but also helpful to form healthy competition among groups. Choose students with excellent, good, medium and poor learning level to form a study group, adhere to the principle of good and bad, and let the students with active learning in the group drive the students with slow learning. By teaching and helping students, students finally realize the individual effective teaching and learning mode.

Internal construction of the group.

Each group has a resounding group name and its own slogan. The teacher also chooses a center leader for each group, and can also be a center spokesperson. Ask the team leader to actively organize group discussion and exchange work, urge the team members to develop good cooperative learning habits, and then define the study groups in the large group. Implement the "gang leader" system. Whoever completes the task first in the group is the "help group leader" and assumes the responsibility of guiding and helping the neighboring students in the group. For every team member, everyone needs to participate and do their own work well. This can fully mobilize the enthusiasm of each student to explore independently, effectively prevent the phenomenon of "group leader dependence" and encourage students to complete tasks faster and better.

Give play to the role of group cooperative learning, help underachievers and make progress together.

There is an English proverb that says "education must be interesting". Indeed, interest is the best teacher, especially for primary school students, interest is an indispensable internal motivation. Educational psychology shows that when teaching arouses students' interest, students can concentrate on learning, better perceive their own thinking and imagination, acquire more solid knowledge and skills, make them feel that learning is not a hard task or a heavy burden, show joy and desire for knowledge, strengthen their exploration of knowledge and stimulate their will to overcome difficulties. Primary school students are unfamiliar with English. They have strong curiosity and desire to learn English well, but they have no experience in learning English. Improper long-term learning methods lead to difficulties in English learning, and even fear of learning English.

Cultivate students with strong learning ability in the group, let them act as small teachers, and truly let students teach students. Although there are many capable students in each group, not all students who study well are willing and know how to help the disadvantaged members in the group. This is precisely the very simple side of our lovely children, because they just don't know what to do. If teachers can fully encourage the small advanced students in the group at an appropriate time and teach them the ability to coach other team members, these students will certainly live up to our expectations and drive the whole group to learn. Through the teaching method of teaching soldiers by soldiers, students' interest in learning English can be stimulated to the maximum extent. It is very difficult for some students with weak English foundation to actively and seriously participate in the classroom. They either chat with their classmates nearby or secretly read extracurricular books at their desks. If they were a little better, they might pretend to listen carefully, but they certainly couldn't understand the teacher's lecture. At this time, they need help. Group cooperative learning can just provide them with the best learning platform and give them the greatest help. Because they are a group, there is no need to worry about making a fool of themselves; Because there is a process of joint discussion, they don't have to face the dilemma of solving difficulties alone; Because there are excellent students around me with excellent answers, they have found an example and motivation to learn; Because of the help of the "help group leader", they don't have to worry about the exercises that they can't solve in class and the homework that they can't finish after class because they don't understand. Unconsciously, these middle and lower school students have gradually developed a strong interest in English learning. Maybe they don't realize it themselves. In English class, they become more and more active, like to raise their hands to answer questions and express their unique opinions in group discussions. Through group cooperative learning, they are interested in English learning, so they are full of confidence in learning. Their group has made progress, and the English study of the whole class has also improved a lot.

Improve the evaluation mechanism and cultivate students' cooperative learning spirit and ability.

The previous English class gave people a feeling of eating from the same pot. Although class is also a competition between different groups, if there are one or two particularly active students in the group, they can answer the teacher's questions correctly and complete the exercises assigned by the teacher. The classroom atmosphere looks good, and the students seem to have mastered it well, but it gives the teacher the illusion that the whole class has mastered it well, because the so-called initiative to answer questions is only the enthusiasm of a few students, and the so-called group competition has also evolved into competition among them. In the loud voice of all the correct answers, there are echoes that we can't find, and a few students who don't understand use silence instead of answering. In today's group cooperative learning, we also practice inter-group competitions in various forms, and there are also many ways for teachers to evaluate, but only collective evaluation can't let teachers find the differences in students' learning in time, which is not conducive to promoting each student's learning.

Teachers encourage inter-group competition, strive for advanced, and also guide intra-group competition reasonably. Each group has an overall score presented to all groups, and members of the group also have their own efforts-learning record cards, which are recorded by the group leader. Through the number and quality of speeches in group discussion or classroom demonstration, the situation of completing homework every day, helping the members of the group every day, and the performance of some daily behaviors, each group will be given extra points to create a good learning atmosphere in the group. Then let the students evaluate each other, and the team members evaluate the performance of the team leader together. Finally, there is a self-evaluation daily progress card to record their daily progress. The function of its evaluation is: first, to see the achievements of our own group, to see our own progress, to experience the happiness and harvest of cooperative learning, so as to gain new motivation to learn English. In addition, in the evaluation, students themselves can feel the pride of evaluating other groups.