How to effectively organize group cooperative learning Bernard Shaw has a famous saying: "Two people, each with an apple, exchange it, or each with an apple;" Two people, each with an idea, exchange, each with two ideas. " This sentence tells a brand-new idea advocated by the new curriculum reform in China-group cooperative learning. Then, in classroom teaching, how can we effectively organize group cooperative learning? First, improve classroom teaching methods, clear learning objectives. Traditional classroom teaching is a one-way transmission mode of teachers' speaking and students' listening, while group cooperative learning is a multi-dimensional communication process of teacher-student interaction, student-student interaction and student-centered interaction. Second, explore the materials of mathematics textbooks and explore independent innovation programs. Third, create a good classroom cooperation atmosphere in cooperative learning activities. Teachers and students are equal, not obedient and obedient. Mr. Tao Xingzhi, an educator, once pointed out clearly: "Democracy is the best condition for creation. Of course, in an undemocratic environment, creativity is also reflected, which is limited to a few people and cannot give full play to their talents. However, if we want to develop people's creativity in large quantities, only democracy can do it, and only the purpose and method of democracy can achieve such a great event. "Teachers should carry forward teaching democracy. When analyzing and discussing problems, actively encourage students to question boldly and put forward opinions, so that students can feel "liberated" and "relaxed" in cooperative learning. In this way, students can boldly ask questions in the classroom, speak freely, brainstorm, and gradually form a relaxed and democratic classroom atmosphere to create a good teaching environment for successful cooperative learning between students and teachers and students. " "Cooperative learning" is a new learning method advocated by the new curriculum, which plays a positive role in promoting emotional communication, mutual learning and giving full play to students' initiative in learning. As a teacher, we should take students as the main body, give full play to the leading role of teachers, seize the best opportunity, 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 curriculum reform of basic education. Practice shows that group cooperative learning is an effective way to improve the efficiency of chemistry classroom teaching. The new curriculum standard has been implemented for several years. As a junior high school chemistry teacher, I have been exploring chemistry teaching methods, teaching means and teaching strategies, optimizing classroom teaching and improving the level of education and teaching. Cooperation is one of the forms of human communication, the motive force of social survival and development, and an indispensable part of human life. Cooperative learning is one of the important ways for students to learn in the 2 1 century. It is a learning mode of group discussion and cooperative communication under the guidance of teachers. It can effectively improve the learning environment, expand participation and increase participation. In the process of learning, students can promote their learning progress and intellectual development through operation, discussion and communication with their classmates. Through cooperation, it helps to guide students to discuss and think in different ways, cultivate students' sense of participation and creativity, and produce innovative thinking. Cooperative learning is based on educational sociology, modern social psychology, cognitive psychology and modern educational technology. Based on the research and utilization of interpersonal relationship in classroom teaching, guided by goal design, driven by teacher-student cooperation, with group activities as the basic teaching form, with group performance as the evaluation standard and standard reference evaluation as the basic means, the aim is to improve students' academic performance in a large area, improve the psychological atmosphere in class and form students' good psychological quality and social skills. Cooperative learning will be a highly effective way of learning. Cooperative learning is also one of the ideas of the new chemistry curriculum and an important organizational form to advocate inquiry learning. The following is my experience in implementing cooperative learning in chemistry teaching. First, to create a harmonious and effective cooperative learning model, cooperative learning must have five elements: mutual assistance, promotion, division of labor, communication and processing. However, these elements are not born to students, but need effective guidance and careful classroom design by teachers in the early stage. Without the process of these five elements, it is easy to have classroom disorder, and students are too busy to attend to other people's speeches, and they can't judge whose ideas are rigorous and whose ideas are novel, depending on the classroom atmosphere. (1) In classroom teaching, effective grouping 1. Teachers should consciously group students of different levels and categories according to the differences of each student's foundation, learning attitude and ability, hobbies and specialties and the principle of "homogeneity within the group (same interests) and heterogeneity within the group (different abilities)". Free combination and random combination should not be used. In the process of cooperative learning, when several good friends with similar interests get together, there are often many topics. On the surface, the discussion is enthusiastic, but the horizon is broad, which affects the achievement of learning goals. Moreover, the impromptu group discussion failed, the participation rate was low, the goal could not be achieved, and it became a formal cooperation. The group established in this way allows students to cooperate within the group in the process of cooperation, so that each student has the opportunity to show himself in cooperation, and the groups compete on an equal footing and develop harmoniously. There are 6-8 people in each group, depending on the nature of the task, the suitable time and the experience of teachers in using group methods. It is convenient for intra-group communication and junior high school students' management. 2. Cultivate students' team spirit of unity and cooperation, so that students can clearly realize that the performance of any member is related to the success or failure of the group. In order to prevent students from "looking on coldly", teachers should participate in the cooperative learning of different groups, give timely guidance and explanation or give timely affirmation and praise, give full play to the management and regulation role of teachers, and at the same time, work in different groups and perform their duties. (2) In self-study, most underachievers who "help the poor" are not intellectual problems, but are caused by bad study habits since childhood. Teachers should actively mobilize, give full play to the group role of students, pair them up, appoint some responsible eugenics to supervise these students, formulate detailed reward and punishment systems, and put them in place regularly. In many teaching processes, we often can't flexibly organize students' cooperative learning activities according to their characteristics and learning contents, nor can we give targeted guidance to students' cooperative learning. Sometimes, teachers just ask questions that are not capable of thinking or even worth mentioning at all. Let students participate in this kind of cooperative learning, which will easily lead to the formalization and formatting of cooperative learning, and cooperative learning will become a "must show" in open classes, and finally make students' cooperative learning a "combination". Teachers should be good guides, tell them that only by caring and respecting others can they get their care and respect, and guide students to realize that group cooperation and communication is also learning. Only when they are fully prepared can they have a high-quality speech. Only by fully communicating and listening to each other can we learn from each other and improve together, and finally achieve the unity of understanding, the ringing of ideas and the development of intelligence in cooperation and exchange. Second, seize the opportunity of group cooperation. Group cooperative learning is not the pursuit of wonderful classroom teaching forms, and classroom teaching time is limited, so teachers must scientifically grasp the opportunity of group cooperation. I adopted cooperative learning in the teaching process in the following periods: (1) Group cooperative learning is carried out through comparison, induction and selection. For example, when we study the principle of "making carbon dioxide in the laboratory", we can compare the experiments of obtaining carbon dioxide in textbooks and choose the best method of making carbon dioxide in the laboratory. At this time, group cooperative learning is carried out, so that students can exchange their views face to face with ideas and languages understood by their peers, so that students can not only know the results, but also understand the process of drawing conclusions. (2) When students' thinking is blocked, carry out group cooperative learning. For example, I always let students do some slightly more difficult calculation problems or experimental problems independently in their seats. The two students who completed the task first went to the corresponding area on the blackboard to discuss related issues, and the unfinished students continued to complete the related tasks independently until they finished. In this way, students can inspire each other in the process of discussion and debate, open their hearts to each other, get out of the misunderstanding of thinking, and find solutions to problems faster and better. The classified query of periodical articles is in the periodical library. (3) Group cooperative learning is carried out when students do experiments, so that students can learn to be responsible for the division of labor, unite and cooperate in activities, and cultivate their collective consciousness and mutual help consciousness. (4) Carry out group cooperative learning in concept discrimination. For example, in the teaching of "The Mystery of Material Composition", we should introduce pure substances and mixtures we have learned before, and add simple substances, compounds, molecules and atoms. , complete a complete concept map by yourself. Finally, we will grade students in groups and promote outstanding students in the whole class. I think this operation is much more efficient than the teacher giving the content and the students reciting it. Third, clear objectives and division of labor. In order to let every student participate in learning activities, actively communicate and explore, give full play to the interactive and complementary role of groups and collectives, and let students take points and areas in * * * discussion and cooperative learning, promote differences with advantages and promote improvement with * * *. I named this group "Chemical Cooperation Group", and its purpose is "mutual assistance, cooperation, competition and development". Each group is assigned specific tasks from the group leader to each group member, but this does not mean cooperative learning. The key for all staff to participate in learning effectively lies in the organization and guidance of teachers. The organizational role of the team leader is very important. I have to train the group leader once a week, and each time I determine a training theme, such as how to establish my own prestige, how to organize discussions, how to help students with difficulties, command skills, etc ... Sometimes I will adjust it in time according to the teaching content and actual situation to solve problems in discussion and practice. For all students, we should also teach them the steps and methods of cooperative learning, how to speak, how to discuss, how to divide the work and so on. Goals have the functions of guidance and motivation. It is necessary to clarify the teaching objectives and group cooperation objectives of each class. The goal of establishing a group should be clear and specific, according to the actual situation of students. Practice shows that through independent and cooperative learning, almost all groups can achieve a success rate of 100% in class. To clarify the teaching objectives, we must first accurately grasp the curriculum standards, and make them concrete and become the standards of the school according to the actual situation of the school and students, so as to implement them. It is also necessary to know what to let students learn, how much to learn, and to what extent. Only in this way can teaching be operable and detectable. Traditional teaching aims at traditional exam-oriented education, which is not conducive to the cultivation of students' comprehensive quality. The implementation of group cooperative learning is not only beneficial to the development of underachievers, but also to the development of top students. Facing all and improving in an all-round way is easier said than done, but it is easy to achieve with the method of group cooperation. Because in the operation process of group cooperative learning, the self-study time is relatively long, which is conducive to all students to fully self-study, so that underachievers can keep up and learn clearly; Top students can study more deeply and prepare for group explanation; In the communication link, we can realize the first cooperation and improvement by talking to each other in the subgroup and focusing on it in the group; In the exhibition, through the explanation of top students and the guidance of teachers, the second cooperation can be realized; In the process of testing, the group checked each other, the team leader rechecked and the teacher patrolled, which easily solved the problem for everyone. Only by giving full play to the role of students can we cultivate and exercise their abilities. Wei Shusheng said that "only lazy teachers can cultivate students who attend classes" is the truth. Fourth, the design has ladder and challenging problems. The problem is the motivation of learning, which runs through the whole process of learning. Cooperative learning always revolves around some problems, so we should carefully design the problems to be discussed and clarify the tasks of cooperative learning, so that students can have a sense of direction and responsibility in cooperative learning. The design of questions should be step-by-step and challenging, which is conducive to stimulating students' initiative and passion in group learning activities and giving play to their creativity in learning. Questions can be asked by teachers, but students' own questions will meet the needs of cooperative inquiry. Teachers should be good at discovering valuable questions raised by students and solving them through cooperative learning and discussion. This is effective cooperative learning. Fifth, improve the quality of students' autonomous learning. This is a problem that is easily overlooked in the process of teaching organization changing from tradition to cooperative learning. Teachers often directly guide students into group discussion and communication after arranging classroom learning objectives. Although students study in groups, their learning goals point to class goals, not group goals and personal goals. The learning task that each student has to complete is also an undifferentiated task that all students in the class have to complete, not a group task or an individual task. This can't motivate students 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 know their strengths and weaknesses, and let students know what role they play in group cooperative learning is most conducive to achieving their own and group learning goals. For example, students with strong hands-on ability can assemble instruments, students with strong observation ability can observe and record data, students with strong analytical ability can process data, and students with strong expression ability can report group results. 6. Learning before teaching and cooperative inquiry are the basic methods of efficient group cooperative learning. There are many teaching methods now, but there are two main ones: learning before teaching and teaching before practicing. Learning before teaching is to let students learn independently and explore cooperatively. Teachers are determined not to teach students what they can learn by themselves. Teach first, then practice, first explained by the teacher, and then consolidated by the students' practice. This is the traditional teaching method. In the development of underachievers and the cultivation of autonomous learning, practical innovation and cooperative communication ability, the shortcomings are more prominent. In specific teaching methods, listening is better than watching, watching is better than doing, and doing is better than speaking. What is "meeting"? Explaining what you have learned to others is the "meeting". In group cooperative learning, it is necessary to arrange more lectures in the group. Speaking requires not only practice, but also a foundation. For example, in the teaching of "writing chemical formula according to valence", students will learn actively and solidly after arranging the whole class to show each other. In addition, in the process of talking to each other, we should do a good job in classroom discipline, otherwise we will get twice the result with half the effort. Self-study is beneficial to students' lifelong learning ability; Cooperative learning is conducive to cultivating students' cooperative communication ability, so learning before teaching and cooperative inquiry should be the basic methods of efficient group cooperative learning. Seven, make a reasonable evaluation of students' cooperation. In order to further improve students' collective concept, stimulate students' interest and sense of cooperation, ensure the ideal effect of group cooperative learning, and make students not only study hard in groups, but also be willing to cooperate with their classmates, we must change the past practice of simply encouraging individual competition and the corresponding evaluation methods, and encourage group members to cooperate with each other. In the teaching process, I try my best to let each group of underachievers talk about their own ideas first, then let other members make individual speeches, and finally the group leader makes a summary. There are also easy questions for poor students to answer, and difficult questions for gifted students to answer; For students who are slightly worse at learning medium questions, they will get high marks when they answer correctly, while those who study well will get less marks when they answer correctly; It can also be answered by the branch representative according to the difficulty of the question. In order to avoid the problems that top students are scrambling to answer and poor students are afraid to answer in the early stage of curriculum reform, we can determine the number of exhibitions per person per day in the group. When the same person shows many times, he will get less points or no points, while others will show more points, which can effectively avoid the disadvantages of showing by the same group of students every time. When students' cooperative learning activities are over, teachers should take certain measures to evaluate students' cooperative learning according to their own monitoring of cooperative learning and feedback from cooperative learning groups (including oral feedback and written feedback). Evaluation should focus on motivation, strengthen students' effective cooperative learning behavior and promote students' more effective cooperative learning in the future. The evaluation should focus on group evaluation, evaluate the learning quality and quantity, cooperation process and effect of cooperative learning groups, and commend and reward effective and successful cooperation groups. Closely link the performance of each group member with the achievements of the cooperative learning group, so that students can form the concept of "team honor, I honor", thus realizing the significance of mutual cooperation and common progress. The evaluation of cooperative learning should also pay due attention to group members. In a word, cooperative learning is a new way of learning advocated by the new curriculum, which is conducive to cultivating students' cooperative spirit and innovative ability, raising students' awareness of active participation in learning and promoting students' all-round and harmonious development. It needs a long-term and continuous process of exploration and practice in order to apply it freely and carry out effective cooperative learning.