Cooperative learning is a complex and multi-faceted concept. Cooperative learning activities can be roughly divided into four types: teacher-student interaction, student-student interaction, teacher-teacher interaction and all-member interaction. At present, cooperative learning studied in various countries around the world mainly refers to cooperative learning characterized by student-student interaction. Cooperative learning is an ancient educational concept and practice. As early as more than 2,000 years ago, Confucius once said: "When three people walk together, there must be one who is my teacher." This sentence expresses the true meaning of cooperative learning and also illustrates the importance of cooperative learning. In "The Concept and Implementation of Cooperative Learning", Wang Tan believes that "cooperative learning is a method designed to promote students to cooperate with each other in heterogeneous groups to achieve the same learning goals, and is based on the overall performance of the group as a reward. Teaching strategy system. Combined with mathematics teaching practice, I think the meaning of cooperative learning is: in teaching, using groups to make students work together to achieve the maximum learning effect for themselves and others.

Under the premise of current quality education, it is one of the effective learning methods. It can activate the classroom learning atmosphere, cultivate students' cooperative spirit and competitive awareness, cultivate learning ability, improve learning efficiency, and enable students to develop skills through cooperative learning. Good psychological quality. The following are the strategies I use for cooperative learning in mathematics teaching.

1. Reasonable grouping

In many mathematics classes, group cooperation is often for display. The teaching behavior is adopted due to the excitement of the classroom. In fact, it is not the case. The grouping link in cooperative learning of mathematics is very important, and it can often affect the learning effect of students in this class. Therefore, as a teacher, we should conduct reasonable teaching for students. Group.

After teaching in a class, the teacher should start to investigate the students' situation, understand the students' learning interests, learning attitude, learning level, personality characteristics, etc., and sort out the results after careful analysis. Students are divided into several different levels and grouped according to the actual situation of the students. In the classroom, I usually use heterogeneous grouping: the number of students in each group is between 2-6, usually 4. The best combination is a group of four people, including one student with good grades, one student with poor grades, and two students with average grades. The poor students will be allowed to speak first, and the good students will summarize. To avoid being a listener or a bystander, the teacher teaches first, and after the lecture, students are allowed to study in their own groups, so that each member has a firm grasp of this type of grouping. For example, : In teaching using alternative strategies to solve problems, students can be asked to think independently in a group for the problem of chicken and rabbit in the same cage, and then each student can be asked to communicate in the group and deepen the discussion through further discussions to find a comparative solution to the problem. A clever strategy. This process allows students to better experience the value of cooperative communication.

However, long-term heterogeneous grouping can also lead to a formal way of learning. Therefore, in order to change the rigid combination form, I sometimes Students will be guided to freely form groups to study. This kind of combination usually involves students with similar levels, so they will choose their own combination of competitors. Students study in a relaxed and harmonious atmosphere. Compared with each other, the learning efficiency can be significantly improved. However, it must be noted that free combination does not allow students to voluntarily combine. For some students with learning difficulties, I ask some outstanding students to combine with them to help them learn. Difficult students. This type of combination is more suitable for comprehensive courses. For example: in teaching "Numbers and Coding", I use free grouping. After students are combined, they can freely investigate numbers and coding in life during class. , postal code, ID number, etc. This combination is conducive to stimulating students' interest in learning and cultivating students' personality.

In addition to this, sometimes the way I group in class is adjacent grouping. This grouping method saves time and is more suitable for simple content. However, this kind of grouping often becomes a formality in the end, and students cannot gain anything from the cooperation. Therefore, individuals prefer heterogeneous grouping and free grouping.

2. Clear division of labor

In the classroom, we often see teachers organizing students for cooperative learning. After the teacher makes the request, the students start a lively discussion in groups (often each has his or her own opinion). After the discussion, the representative of each group is invited to speak (this representative is often also a eugenic), and the representative's speech is often his or her own. This kind of collaboration is not effective collaboration if it is the perspective of the group rather than the opinions of the group. For students to engage in effective cooperative learning, a reasonable division of labor must be carried out so that each student in the group has a specific responsibility and must abide by certain rules. My class is usually divided into groups of four people. I have divided the labor as follows:

Team leader: Responsible for organizing the division of labor for cooperation, ensuring that every member has the opportunity to participate, organizing good discipline and participating in activities Provide help to students with poor academic performance.

Recorder: Responsible for recording the problems discovered during the team's cooperation and the results of the discussions, etc., and integrating the role of the inspector into it.

Reporter: Collect the research results within the group and communicate within the class on behalf of the group.

In order to allow each student to develop, each position in the group is held in turn, which can enhance the awareness of group cooperation, enhance the spirit of cooperation, and improve cooperation ability.

Encourage every student to participate well.

For example, when teaching the lesson "Perimeter of a Circle", the team leader distributes tasks, puts forward the goals and requirements of the activity, and provides guidance to the group members during the activity. There are two group members in charge. Measure the circumference and diameter of 1 dime, 5 dime, and 1 yuan coins, and a team member is responsible for recording and reporting the results.

Perimeter (unit: centimeters) Diameter (unit: centimeters) Ratio of circumference and diameter

1 angle

5 angles

1 yuan

During the activities, teachers should provide appropriate guidance and demonstration, and encourage students in a timely manner. Mobilize their enthusiasm for cooperation.

3. Cooperative Inquiry

After each group has clarified the learning tasks, each group enters the cooperative inquiry stage according to the division of tasks. Each student communicates with each other based on his or her own understanding to form a group structure. Learning outcomes. During this period, teachers should patrol between groups, provide timely guidance on various problems that arise during the learning process, help students improve their cooperation skills, and pay attention to the performance of students in various aspects such as learning and interpersonal relationships, so as to be aware of them. Students who have certain learning difficulties should be allowed to think and speak more to ensure that they meet the basic requirements; at the same time, students who have room for learning should also be given the opportunity to develop their potential. For example: When studying "Practical Measurement", I asked students to measure in groups, so some students directed, some took chalk to mark, some acted as benchmarks, and some used rulers to measure... Everyone was in high spirits and full of ownership. pride. The advantages of group cooperative learning are fully realized. Students not only learned how to measure, but also exercised their hands-on skills, and even tasted the fun of cooperation!

4. Communication and interaction

Communication is the beginning of cooperation and an important form of cooperation. The process of communication is a process for students to move from narrow to broad, and it will bring "brightness" to students' vision. Let the rapporteur of each group report the learning results to the whole class on behalf of the group to understand the learning situation of each group. During the report, the teacher should guide the students to use mathematical language to express, encourage students to dare to express, and for some students with poor expression ability We must mobilize students' desire to express and cultivate their courage to speak out. In addition, students must be guided to learn to listen. They must listen carefully to each student's speech without interrupting. They must listen to the process of others' speeches, grasp the key points of others' speeches as a whole, think and absorb, and be ready to question or supplement at any time. At the same time, pay attention to the mastery of students with learning difficulties in each group; for the questions raised by each group, you can ask other groups to introduce solutions. In "The Circumference of a Circle", students work in groups. After measuring the results, the reporter organizes a verbal report. After several groups of reports, students analyzed and communicated the data, and the teacher provided guidance. Finally, they worked together to discover the relationship between the circumference and diameter of a circle. Through cooperation, the teaching difficulties and key points of this lesson have been overcome. Students can not only understand the calculation formula of the circumference of a circle more intuitively, but also experience the joy of harvest.

5. Group evaluation

I think that in order to give full play to the effectiveness of group cooperative learning, evaluation is essential. Can motivate students to help each other. Group cooperative learning is conducive to cultivating students' cooperative spirit and collective consciousness, but improper organization of group cooperation will lead to good students always playing the leading role, and poor students always waiting for help and answers, which will lead to more serious polarization. Therefore, carrying out group evaluation activities can inspire each student's spirit of mutual help. Therefore, in class, I often carry out multiple solutions to a problem, comparing which group has many and wonderful methods, and ask any one in the group to give an explanation; evaluate the best group in each quiz; evaluate individuals every month Excellence Award, Progress Award, etc. In this way, students with good grades will feel that for the sake of the honor of the group, they cannot just focus on their own learning, but should help the weaker group members; students with poor grades will be motivated by the sense of honor from the group to take the initiative to learn, so that a good style of mutual help and mutual learning will easily emerge in the group. , and also gives every student a chance to succeed. Improve students' enthusiasm for participation, enable them to learn from each other's strengths, and make the communication process a process of common development for everyone.

Mathematics cooperative learning can help students practice their social skills by working with others. As the saying goes: "Three stooges are no match for Zhuge Liang", "Those who are in the same boat make way for the sea"... Cooperative learning has such an effect.

The new curriculum advocates cultivating students' creative and personalized thinking issues, which are well reflected in cooperative learning in mathematics: turning students' passive learning in the original classroom into students' active participation, improving It stimulates students' interest in learning and cultivates students' independent and inquiry learning abilities. The use of group cooperative learning meets the requirements of quality education and conforms to the development of the times.