-Group cooperative learning

Active participation, being good at cooperation and being willing to explore are the learning methods strongly advocated by the new curriculum reform. Every practitioner of the new curriculum is trying to practice this new concept. As a result, the original "quiet" classroom suddenly became "lively", and group cooperative learning represented by group cooperation was widely adopted by teachers. Group cooperative learning, as its name implies, is a kind of "cooperative" learning with "group" as the unit. It refers to the differences between students as a teaching resource. In order to accomplish the same task, students can fully display their thinking in the study group on the basis of independent exploration, communicate with each other, optimize and integrate different ideas in the group, and turn the results of individual independent thinking into the results of the whole group.

Group cooperative learning is the most powerful booster of efficient classroom and an indispensable part of efficient classroom mode in various places. Indeed, we applied and studied the 30 15 efficient classroom model in Changle No.2 Middle School, and after introducing the group cooperative learning model into the classroom, we changed the teaching model based on lectures, formed a lively and creative learning situation, and showed its role and advantages in cultivating students' cooperative consciousness and autonomous learning ability.

But the problem is gradually exposed in the implementation: the efficiency of cooperative learning is very low. For example, cooperative learning has become a form and an ornament; Some seem to be full participation, but in fact, good students unify the "world", while students with learning difficulties "stand by", some study in groups, students will not listen and cooperate, the classroom is almost out of control, and teachers lack strategies to organize teaching; Some attach importance to the evaluation of cooperation results and ignore the guidance on how to improve cooperation results. All these phenomena show that our cooperative learning is a mere formality, but the effect is not good.

One of the reasons is that we ignore the learning psychological characteristics of primary school students, especially those in rural areas. In the group cooperative learning mode, students lack time to prepare for communication, but they study in a hurry. To this end, we add a two-minute autonomous learning process to sort out the knowledge of self-study before class. The simplification of the form of group cooperative learning gradually reduces students' interest in group cooperative learning. Therefore, we have formulated some specific forms of autonomous cooperative learning for students to choose from in cooperative learning. The model focuses on ignoring the multiple evaluation in group cooperative learning, so we set up a special evaluation platform for group cooperative learning. In order to ensure the effect of autonomous cooperative learning and the effect of classroom presentation in the next stage, preview in the group is added to the group cooperative learning. Second, some teachers lack a deep understanding of the concept of new curriculum reform. When students are engaged in group cooperative learning, the teacher's role is not properly positioned and there is no effective monitoring and guidance, which leads to disorder and ineffectiveness in group cooperative learning.

The exposure of the problem has promoted our reflection and exploration, and explored some effective achievements of group cooperative learning in the localization of efficient classroom in difficult practice, which has made group cooperative learning move from "form" to "essence".

First, the significance of group cooperative learning.

Group cooperative learning refers to a teaching theory and strategy system that promotes students to help each other in heterogeneous groups and accomplish learning tasks together, and rewards them according to the overall performance of the group. .

In the form of group cooperative learning, the arrangement of students' seats has changed from paddy field to sitting around, but its essence is to establish a positive interdependence between students. Each group member should not only take the initiative to learn, but also have the responsibility to help other students learn, with the goal of making every student in the whole group learn well. Teachers reward students according to their overall performance. Cooperative learning is not only beneficial to

Improve students' academic performance, meet students' psychological needs, improve students' self-esteem, promote students' emotional development and mutual love among classmates, and improve students' social skills. Through this kind of teaching form, students can better adapt to all kinds of ability differences that may be encountered outside school in the future, and individual differences can play an active role in collective teaching.

Second, the process and time allocation of group cooperative learning (9- 12 minutes)

Note: Teachers need to train the group in a planned, long-term and continuous way to ensure the efficiency of cooperative learning. With the continuous enhancement of students' ability, students gradually have the ability to independently design and standardize cooperative learning, and teachers can gradually let go until they reach the realm of not teaching.

Process:

1, autonomous learning, in the case that students' learning objectives are clear and clear, let students learn to think about the * * * problems left over from the previous link and the problems of cooperative inquiry. In this process, teachers should talk less and explain less; There should be less discussion and research among students, give full play to the self-study potential of students and develop the habit of autonomous learning. (2 minutes)

2, study, group study. The first step is to discuss and communicate with the students at the same level one by one, mark the difficult problems and ask the superiors. The second step is to discuss and solve related problems collectively. (4 minutes)

3. Preview the cooperative learning results in the group for 3-5 minutes. The team leader should do a good job in control and management, arrange the recording, arrangement and display of exploration results, and ensure efficiency and depth. Teachers should find students who are "distracted", "distracted" and undisciplined in time, and the camera will prompt and correct them.

Third, the form of students' independent group communication.

At the beginning of the class, the teacher will assign each group and tell them the learning objectives and requirements, then carry out learning activities under the leadership of the group leader, and choose different forms for intra-group communication according to the different situations of group cooperation;

The most important way is division of labor and cooperation: group members divide their work before cooperation, and after the activity begins, each student practices according to the different division of labor, and then summarizes the results of cooperation. This kind of division of labor and cooperation is very obvious in the new curriculum.

In addition, you can choose the following methods:

(1) Center Speech: One person will make the center speech, and other students will make necessary amendments and supplements.

(2) Designated speech: Team members raise their hands, and the team leader designates the speech. If other students have different opinions, they can continue to raise their hands and speak. Finally, the group leader synthesizes everyone's opinions and forms the group results. ⑶ Two two combination: Communicate at the same table first, and then bring the opinions to the group exchange, which can reflect the flexibility and timeliness of cooperation. ⑷ Relay cycle: Members take turns to speak, which can promote students' equal competition, everyone's participation and common improvement. 5. Free speech: group members can speak freely and discuss freely, which can enliven the learning atmosphere, but it is easy to cause disorder in learning, which needs to be controlled by the group leader.

Fourthly, the operation strategy of group cooperative learning.

1, carefully choose the cooperation content.

Group cooperative learning generally takes about 10 minutes, which takes up more time in our classroom teaching. If you don't carefully choose the content of cooperation, you will waste valuable classroom time. So when determining the content of group cooperation, my first consideration is that students may have different understandings and discoveries about the selected content. These problems should be the focus or difficulty of teaching, and it is difficult for students to solve them by autonomous learning. In teaching, when students have difficulties in thinking, when there are differences of views, when the questions involve a wide range, when the students' answers are not comprehensive, or when the students take the initiative to ask valuable questions for discussion, we'd better arrange group cooperative learning in time. In this way, students' differences can be transformed into a teaching resource, and students can actively participate in cooperative learning.

Learning, will receive the effect of mutual inspiration. For example, when teaching "Bird's Paradise", designing the teaching link of tour guide words requires group cooperative learning. Because some children have travel experience and are familiar with the tour guide industry, he can introduce how the tour guide leads the group; Some children have a good sense of language, and he can easily rewrite the relevant parts into the first-person introductory language; Some children are familiar with the content of the text, and he can correct and evaluate the correctness of students' creation; Other children are lively by nature, and he can "embellish" the designed tour guide words to create some humorous effects. Obviously, a child can't solve all the problems by relying on the existing cognitive level. At this time, cooperation is needed. In the process of cooperation, team members first use their own knowledge reserves to transform some vague tacit knowledge into clear and new explicit knowledge for memory through inspiration, communication and knowledge sharing, thus improving their own cognitive level and the cognitive level of the whole group.

2. Make a hierarchical learning plan.

Because of the differences among students, students' knowledge level and thinking ability are also different, especially in Chinese reading, the differences in students' understanding ability are more obvious. Therefore, in Chinese teaching, how to effectively carry out group cooperative learning and make students at all levels gain something is a research topic and a big problem. Hierarchical learning is the most commonly used method in concrete teaching, that is, the whole class is divided into several groups, and the members of each group divide the homework into different levels of problems taking into account the differences in ability. Some students only need to solve basic problems, while others must complete higher-level problems. For those students with strong understanding and active thinking, add some thinking expansion training appropriately to help each other in problem solving and discussion. In this way, the whole class can participate in the study, so that students at all levels are satisfied with their study, and at the same time, they can make full use of the curriculum resources that students can make the most use of.