How to effectively organize group cooperation to learn? Bernard Shaw has a famous saying: "Two people, each has an apple, if they exchange it, they still have an apple; two people, each has an idea, if they exchange it, they will still have an apple. Everyone has two minds." This sentence expresses one of the new concepts advocated by my country's new curriculum reform--group cooperative learning. So, how can we effectively organize group cooperative learning in classroom teaching? 1. Improve classroom teaching methods and clarify learning objectives. Traditional classroom teaching is a one-way transmission method where teachers speak and students listen. Group cooperative learning is a multi-dimensional communication process of teacher-student interaction, student-student interaction, and student-centered interaction. ． 2. Explore mathematics textbook materials and explore independent innovation solutions. 3. Create a good classroom cooperation atmosphere. In cooperative learning activities, teachers and students are equal, not a relationship of obedience and being obeyed. The educator Mr. Tao Xingzhi once clearly pointed out: "The condition where creativity can best develop is democracy. Of course, creativity can also be expressed in undemocratic environments, but it is only limited to a few and cannot give full play to their genius. But if we want to Only democracy can fully develop people's creativity. Only democratic purposes and methods can accomplish such a great thing. "Teachers should carry forward teaching democracy and actively encourage students to boldly question and put forward opinions when analyzing and discussing problems. Give students a "sense of liberation" and "relaxation" in cooperative learning. Only in this way can students boldly ask questions in class, speak freely, brainstorm ideas, gradually form a relaxed and democratic classroom atmosphere, and create a good teaching environment for successful cooperative learning between students and teachers and students. In short, "cooperative learning" is a new learning method advocated by the new curriculum. It plays a positive role in promoting emotional exchanges among students, helping each other learn from each other, improving together, and giving full play to students' initiative in learning. ． As teachers, we must treat students as masters, give full play to the leading role of teachers, seize the best opportunities, organize and guide students to carry out group cooperative learning, and make group cooperative learning more effective. Cooperative learning is one of the main learning methods advocated by the basic education curriculum reform and an important way to cultivate students' active learning and cooperative abilities. Practice shows that group cooperative learning is an effective way to improve the efficiency of chemistry classroom teaching. The new curriculum standards have been implemented for several years. As a junior high school chemistry teacher, I have been exploring the teaching methods, teaching methods and teaching strategies of the chemistry subject to optimize classroom teaching and improve the level of education and teaching. Cooperation is one of the forms of human interaction, the driving force for the survival and development of society, and an indispensable part of human life. Cooperative learning is one of the important ways for students to learn in the 21st century. It is a learning method that involves group discussion and collaborative communication under the leadership of teachers. It can effectively improve the learning environment, expand participation, and increase participation. During the learning process, students promote learning progress and intellectual development by working together, discussing and communicating with their classmates. Through cooperation, it is helpful to guide students to explore and think about problems in different ways, cultivate their sense of participation and creativity, and generate innovative thinking. Cooperative learning is based on theories such as educational sociology, modern social psychology, cognitive psychology, and modern educational technology. It is based on the study and utilization of interpersonal relationships in classroom teaching, guided by goal design, and centered on teachers and students, students, and students. Cooperation is the basic driving force, group activities are the basic teaching form, group performance is the evaluation criterion, and standard-referenced evaluation is the basic means to improve students' academic performance on a large scale, improve the psychological atmosphere in the class, and form students' good psychological qualities. and social skills as the fundamental goal, it is a very creative and effective teaching theory and strategy system, worthy of everyone's attention and research. Cooperative learning will be a highly effective learning method. Cooperative learning is also one of the new chemistry curriculum concepts and an important organizational form that advocates inquiry learning. The following are some of my experiences in implementing cooperative learning in chemistry teaching. 1. Create a harmonious and effective cooperative learning model. Cooperative learning must have five major elements: mutual assistance, promotion, division of labor, communication, and processing. However, these elements are not born with students, but require teachers to have effective early guidance and careful classroom design. , without going through the process of these five elements, it is easy for classroom order to be chaotic. Students are talking all over the place, and they have no time to take into account what others are saying, and they are unable to judge whose ideas are rigorous and whose ideas are novel. The classroom atmosphere seems lively and full of smoke. Afterwards, there were no traces left. (1) Effective grouping in classroom teaching 1. Teachers should consciously group students of different levels and categories according to the differences in each student's foundation, learning attitude, ability, hobbies, and specialties according to the "homogeneous (interests) between groups" Grouping based on the principle of "the same), heterogeneity within the group (different abilities)". Do not use free combinations and random combinations. In the process of cooperative learning, several good friends with similar interests often have many topics to discuss together. On the surface, the discussions are lively, but the world is vast and the sky is vast, which affects the achievement of learning goals. Moreover, the makeshift group cannot discuss, the participation rate is low, the goal cannot be achieved, and it becomes a formal cooperation.

The group established in this way allows students to cooperate within the group during the cooperation process, so that each student has the opportunity to show himself in the cooperation, and the groups compete equally and develop in a coordinated manner. There are 6-8 people in each group. The number depends on the nature of the task, appropriate time, the teacher's experience in using group methods, etc. It should be convenient for communication within the group and for the management of junior high school age students. 2. To cultivate students' team spirit of unity and cooperation, students must be clearly aware that the performance of any member is related to the success or failure of the group. In order to avoid the situation of students "sitting aside", teachers should participate in the cooperative learning of different groups, provide timely guidance and guidance, or give timely affirmation and praise, etc., give full play to the management and control role of teachers, and at the same time carry out supervision of learning groups. Division of labor and implementation of responsibilities. (2) When studying independently, carry out "helping the poor". Most of the backward students' performance is not actually intellectual problems, but due to bad study habits since childhood. Teachers should actively mobilize students to give full play to their collective role and conduct a series of activities. Help a pair, designate some responsible eugenics to supervise these students, formulate a detailed reward and punishment system, as well as a study plan, and implement it regularly. In many teaching processes, we are often unable to flexibly organize students' cooperative learning activities based on their characteristics and learning content, nor can we provide targeted guidance for students' cooperative learning. Teachers sometimes just propose some ideas without thinking capacity. Even for some issues that are not worth mentioning at all, allowing students to participate in this kind of cooperative learning can easily lead to the formalization and formatting of cooperative learning. Cooperative learning becomes a "must-have show" in open classes, which ultimately makes students Cooperative learning has been reduced to "seating" learning. Teachers should serve as guides, telling them that only by caring for and respecting others will they be cared for and respected by others, and guide students to realize that group cooperation and communication are also learning. Only when they are well prepared can they have high-quality speeches, and only when there is sufficient communication between students Only by listening to each other can we achieve the purpose of learning from each other and improving together, and ultimately achieve the unity of understanding, the resonance of ideas, and the development of intelligence through cooperation and exchanges. 2. Seize the opportunity for group cooperation. Group cooperative learning is not about pursuing the excitement of classroom teaching. Classroom teaching time is limited, so teachers must scientifically grasp the timing of group cooperation. I generally use cooperative learning in the teaching process as follows: (1) Carry out group cooperative learning when comparing, summarizing, and selecting the best. For example, when we study the principles of "Producing Carbon Dioxide in the Laboratory", we can compare the experiments on obtaining carbon dioxide in the textbook and select the best method for producing carbon dioxide in the laboratory. At this time, group cooperative learning is carried out to allow students to communicate their opinions face to face using ideas and language understood by their peers, so that students not only know the results, but also understand the process of reaching conclusions. (2) Carry out group cooperative learning when students’ thinking is blocked. For example, when doing some slightly difficult calculation questions or experimental questions, I always ask students to complete them independently in their seats. The two students who completed the task first go to the corresponding area on the blackboard to discuss related issues, while the students who have not completed the task continue to work independently. Complete relevant tasks and wait until you are done before participating in the discussion. This allows students to inspire each other during discussions and debates, open up each other's minds and get rid of misunderstandings, and find solutions to problems faster and better. Search journal articles by classification, all in the journal library (3) Carry out group cooperative learning when doing student experiments, so that students can learn to divide work and take responsibility, unite and cooperate, and cultivate their sense of collectiveness and mutual assistance. (4) Carry out group cooperative learning when conducting concept analysis. For example, in the teaching of "The Mystery of the Composition of Matter", you should introduce the content you have learned before, such as pure substances and mixtures, plus the simple substances, compounds, molecules, atoms, etc. you just learned, and complete a complete conceptual diagram by yourself, and finally use Groups are used as a unit to conduct grade assessments, and outstanding ones are promoted to the whole class. I think this operation is much more efficient than the teacher giving the content and the students memorizing and dictating it. 3. Clear goals, division of labor and cooperation. In order to enable every student to participate in learning activities, actively communicate and explore, and give full play to the interactive and complementary role of the group, so that students can use points to cover areas, use good points to promote differences, and make joint improvements in joint discussion and cooperative learning. I named the group "Chemistry Collaboration Group", whose purpose is "mutual assistance, collaboration, competition, and development." Each group is assigned specific tasks from the leader to each member, but this does not mean cooperative learning. The key to effectively involving all members in learning lies in the organization and guidance of the teacher. The organizational role of the team leader is very important. I conduct team leader training every week, and each time I determine a training topic, such as: how to establish one's authority, how to organize discussions, how to help students with learning difficulties, and command skills. …sometimes, timely adjustments are made based on the teaching content and actual situation to solve problems that arise during discussions and practice. For all students, we must also teach them the steps and methods of cooperative learning, how to speak, how to discuss, how to divide work, etc. Goals have guiding and motivating functions. It is necessary to clarify the teaching objectives and group cooperation objectives of each lesson.

The goals of establishing a group should be clear and specific and based on the actual situation of the students. Practice shows that through independent and cooperative learning, almost all groups can achieve 100% compliance rate in class. To clarify the teaching objectives, we must first accurately grasp the curriculum standards, and concretize the curriculum standards according to the actual situation of the school and students, and turn them into the school's standards. Only in this way can the curriculum standards be implemented. It is also necessary to make it clear what, how much, and to what extent students are expected to learn. Only in this way can teaching be operable and detectable. Traditional teaching is aimed at traditional exam-oriented education, which is not conducive to the cultivation of students' comprehensive quality. Implementing group cooperative learning is not only beneficial to the development of underachievers, but also to the development of top students. Facing everyone and improving comprehensively is easier said than done, but it can be easily achieved by using group cooperation methods. Because in the group cooperative learning operation process, the self-study time is relatively long, which is conducive to all students fully self-study, so that underachievers can also keep up and learn clearly; top students can learn more deeply and prepare for group explanations; In the communication link, the first cooperation and improvement can be achieved through mutual lecturing and intensive group teaching in the sub-groups; in the presentation link, the second cooperation and improvement can be achieved through the explanations of top students and the guidance of teachers; in the testing link, the sub-groups interact with each other and improve Checks, group leader reviews, and teacher inspections easily solve all-round problems. Only by giving full play to the role of students can we cultivate and exercise students' abilities. This is what Shusheng Wei said, "Only lazy teachers can cultivate attendance students." 4. Design stepped and challenging problems. Problems are the motivation for learning and run through the entire process of learning. Cooperative learning always revolves around certain issues. Therefore, it is necessary to carefully design the discussion issues and clarify the tasks of cooperative learning so that students have a sense of direction and responsibility for cooperative learning. The design of the questions should be stepped and challenging, which will help stimulate students' initiative and passion for group learning activities, and unleash the creativity of the learning community. Questions can be raised by teachers, but questions raised by students themselves will be more in line with the needs of cooperative inquiry. Teachers must be good at discovering valuable questions raised by students and solve these problems through cooperative learning and discussion. This is effective cooperative learning. 5. Improve the quality of students’ independent learning. This is an issue that is easily overlooked in the process of shifting the form of teaching organization from traditional to cooperative learning. Teachers often directly guide students into group discussions and exchanges after setting the class learning objectives. Although students study in groups, their learning goals are directed toward class goals, not group goals and personal goals. The learning tasks that each student must complete are also undifferentiated tasks that all students in the class must complete, rather than group tasks or individual tasks. This cannot stimulate students' motivation to cooperate with each other in the group, nor can it take into account the individual differences of each student. Teachers should not only let students know what their learning tasks are in a certain class, but also let students understand their own strengths and weaknesses, and let students know what role they play in group cooperative learning that is most beneficial to themselves and the achievement of the group's learning goals. . For example, students with strong hands-on skills can assemble instruments, students with strong observation skills can observe and record data, students with strong analytical skills can process data, and students with strong expression skills can report group results. 6. Learn first and then teach. Cooperative inquiry is the basic method for efficient group cooperative learning. There are many teaching methods now, but they can be summarized into two main types: learn first and then teach, and teach first and then practice. Learning first and teaching later means allowing students to learn independently and explore cooperatively. Teachers will not teach students anything they can learn on their own. Teach first and then practice, the teacher explains first, and then the students practice and consolidate. This is a traditional teaching method. The shortcomings are more prominent in the development of underachievers and the cultivation of self-learning abilities, practical and innovative abilities, and cooperative communication abilities. In terms of specific teaching methods, listening is worse than watching, watching is worse than doing, and doing is worse than talking. What is "will"? Being able to explain the knowledge you have learned to others clearly is "knowledge". In group cooperative learning, more arrangements should be made for sub-groups to talk to each other, and the groups should focus on teaching. Talk about not only the methods, but also the basis. For example, if you teach according to the section "Writing Chemical Formulas with Valence" and arrange for sub-groups to talk to each other and then the whole class to show the lesson, students will learn proactively and learn solidly. In addition, classroom discipline must be done during the mutual lectures, otherwise the result will be half the result with twice the effort. Self-study is conducive to students' lifelong learning ability; cooperative and mutual learning is conducive to cultivating students' cooperative communication skills. Therefore, learning first and then teaching, and cooperative inquiry should become the basic method of efficient group cooperative learning. 7. Make reasonable evaluations of student cooperation. In order to further improve students' collective concept, stimulate students' interest and awareness of cooperation, ensure that group cooperative learning achieves the desired results, and enable students to not only work hard to make progress individually in the group, but also be willing to cooperate with classmates, it is necessary to form a benign mechanism. Change the past practice of simply encouraging individual competition and the corresponding evaluation methods, and encourage cooperation among team members. During the teaching process, for the activities designed in the classroom, I try my best to let each group of underachievers talk about their own ideas, then let other members make personalized speeches, and finally the group leader makes a summary.

In addition, easy questions are answered by students who are slightly worse at learning, and difficult questions are answered by top students. For intermediate questions, students who are slightly poor at learning will get higher marks for correct answers, and top students will get less points for correct answers. The representative of the department can also decide according to the difficulty of the questions. Answer according to degree. In order to avoid top students rushing to answer questions in the early stage of the curriculum reform and poor students not dare to answer questions, you can determine the number of presentations per person per day in the group. When the same person presents multiple times, less points or no points will be added, and if other people show more points, they will be given more points. This can effectively avoid the disadvantage of each group showing the same students every time. When students' cooperative learning activities end, teachers should take certain measures based on their own monitoring of cooperative learning and the cooperative learning group's feedback on cooperative learning (including oral feedback and written feedback). Make an evaluation. Evaluation should focus on motivation, strengthen students' effective cooperative learning behavior, and promote students to learn more effectively cooperatively in the future. Evaluation should focus on group evaluation, evaluate the learning quality and quantity, cooperation process and effect of cooperative learning groups, and praise and reward groups that cooperate effectively and successfully. The performance of each group member is closely linked to the results of the cooperative learning group, so that students can form the concept of "the group is honored and I am honored", thereby realizing the significance of mutual cooperation and common progress. When evaluating cooperative learning, appropriate attention should also be paid to group members. In short, cooperative learning is a new learning method advocated by the new curriculum, which is conducive to cultivating students' cooperative spirit and innovative ability, improving students' awareness of active participation in learning, and promoting students' comprehensive and harmonious development. Being able to use it with ease and carry out effective cooperative learning requires a long-term process of continuous exploration and practice.