Group cooperative learning is one of the learning methods strongly advocated by the new curriculum concept, and it is also a manifestation of the healthy psychology of primary school students. Confucius, the great educator in ancient my country, once said: "Studying alone without friends will lead to loneliness and ignorance." He also said: "When three people walk together, there must be my teacher." Psychologists have definitely pointed out: If you cannot cooperate, you will not succeed. . However, this learning method is not well used in every teacher's classroom teaching. In some classes, children have a conditioned reflex for group cooperation. As soon as the teacher calls for cooperative learning, they all turn their little heads away, and the classroom is filled with buzzing sounds. Every word you say and what I say, everyone Everyone is opening their mouths, and no one can hear clearly what is being said, and there is no real effect; in some classes, the group leader sings a "one-man show", and the other students act as the audience without making any additions. Some students with learning difficulties regard this as a time for fun. The best time, over time, has cultivated laziness in some students. Such group discussions are just a formality, just for fun, and have little effect on learning, or are even ineffective.

How to organize students to carry out effective cooperative learning to improve the effectiveness of classroom teaching? I think we can try to apply the following four points:

1. Properly form learning groups

The purpose of group cooperative learning is to allow everyone in the students to participate in the learning process, so that everyone can experience success, exploration and The joy of discovery. In teaching, I carefully examine students' personality differences and ability characteristics, and have a detailed understanding of each student's study habits, personality hobbies, performance differences and other factors, and follow the principle of "heterogeneous in the same group, homogeneous in different groups, and complementary advantages" According to the grouping principle, students are divided into several study groups. Each group is composed of 4 students with different levels. Among them, there is a group leader who is responsible for organizing group learning; a deputy group leader who is responsible for the coordination and recording of the group. The team leader, deputy team leader, and other two team members are named No. 1, 2, 3, and 4 in sequence. During cooperative learning, No. 4 will generally question, No. 3 will answer questions, No. 2 will supplement, and No. 1 will summarize. In addition, group members read, recite, preview, review, ask questions, retell texts, discuss difficult issues, correct each other's homework, etc. When the teacher checks, he does not need to call the students by name one by one. He can directly ask a certain number in the group to speak, which is also more conducive to fair competition between different groups.

2. Establish a sense of team spirit and cooperation

After the study group has been established, it is necessary to establish a sense of team spirit and cooperation. When organizing exchange activities, we must use timely guidance and guidance to make students realize that a group is a relatively independent group, and each member is a member of this group. The effectiveness and success of group cooperative learning depend on To a certain extent, it depends on each member's own efforts. It must be through communication, cooperation, seeking common ground while reserving differences, and mutual promotion among group members. While the team members are making progress, let them feel that this is the result of everyone's joint efforts and contains collective honor.

In practice, we often find that when we pay attention to the activities of the group with an encouraging word, students' sense of cooperation will gradually arise; when our educational evaluation often pays attention to the development of the group, they Team spirit will also be gradually cultivated. For example:

"The members of the first group are actively speaking and listening carefully when discussing issues. Their cooperation will be successful!"

"How effective is your group? Can you report it to everyone?" (Having students report the results represents the opinions of a group. The group members will definitely be proud of it, listen carefully, and be prepared to make supplements.)

“Who is willing to demonstrate this process on behalf of their own group?”

…

Students’ team spirit and cooperation awareness require our continuous guidance and cultivation to gradually form , we not only let them gradually feel the joy of living and learning in the collective as the group grows, but also teach them to objectively view the relationship between the individual and the collective, and better stimulate their collective sense of honor.

3. Properly guide cooperative learning

1. According to the goals, determine the learning methods and steps.

In cooperative learning, students must not only clarify their learning goals, but more importantly, know how to accomplish the goals and tasks. In the early stage of group cooperative learning, most students do not know what to learn and how to learn because they have no experience and methods of cooperative learning. At this time, teachers need to help students determine the methods and steps of group learning. Only by mastering the correct learning methods and steps can the speed and quality of cooperative learning in each group be guaranteed.

For example, in the first stage of group cooperative learning, students can be guided to learn as follows:

(1) Read the new words in the text and find ways to remember each new word;

(2) Draw New words and other words that they do not understand, and then discuss in groups to talk about the circumstances under which their meanings can be used;

(3) Group members take turns reading the text (one section per person), while reading While thinking about what aspects of the text are written;

(4) Choose a section you like and read it to the group members. After reading, other members will comment and point out the advantages and disadvantages;

When entering the second stage of cooperative learning, you can guide learning as follows:

(1) Read the text by yourself and find out which words and phrases in the text best reflect the characteristics of this aspect;

(2) ) Read these sentences carefully and write your thoughts next to them;

(3) Supplementary group communication;

(4) Discuss how to read this section well and practice reading.

When students master certain learning methods and have certain learning experience, the students can choose and determine independently what methods and steps each group uses to learn.

2. Give full play to the regulatory and guiding role of teachers in teaching.

(1) Cooperative learning takes students as the main body, but it does not mean "laissez-faire". Teachers should play their guiding role. For example, when studying "Only Selecting Children and Traveling in Many Places", students can be guided to "This text is mainly about children, why does the author use a lot of pen and ink to write about flowers?" Such comprehensive questions allow students to communicate with each other through Cooperation to solve the problem is much better than pure individual thinking.

(2) When cooperative learning is carried out in the classroom, teachers should promptly step down from the podium to inspect, participate in the group, actively watch, listen carefully, and understand the information explored by students in a timely manner so as to promptly Give instructions and control the classroom to prevent class delays and prevent students from deviating from the focus of learning due to distracted thinking. Once it is discovered that students have unique and novel insights, praise and encourage them in a timely manner to encourage them to think and learn more actively. At the same time, it also serves as a model for students to encourage other group members to think more actively.

(3) When reporting learning results, teachers must make clear judgments on students’ answers. They cannot blindly say everything that students say is good and constantly praise them. Students should be objectively evaluated based on the actual situation to help students clarify their ideas and deepen their understanding.

3. Carefully establish an evaluation mechanism

Teacher’s evaluation plays a very important role in motivating students to participate in activities and improving the quality of cooperative learning. Cooperative learning pursues the teaching realm of "not seeking everyone's success, but seeking everyone's progress", and also regards it as the ultimate goal and criterion for teaching evaluation. In order to improve students' awareness of cooperation and encourage students to continuously improve the level of group cooperation activities, it is necessary to strengthen incentive evaluation.

1． Serial number exchange

In order to increase the enthusiasm of group members to participate, I gave the group leader the right to name the group members' serial numbers: that is, the serial numbers are not static and can be changed in time according to the performance of the group members. If No. 4 studies vigorously for a period of time and performs well in class, he can be promoted to No. 3; conversely, if No. 2's performance deteriorates and group members are dissatisfied with him, he can be demoted to No. 3. In this way, each group member will have hope in his heart and believe that as long as he works hard, he will make progress.

2. Incentive and Praise

In teaching, we can also regularly evaluate the best groups and launch the form of "Best Group Spokesperson" to encourage all members to take the initiative to take responsibility, so that interaction, mutual help, and mutual trust can occur within the group. The situation of mutual encouragement and mutual improvement strengthens students' sense of cooperation and comprehensively improves the overall quality of students. In view of the characteristics of Chinese teaching, in the process of pre-study inspection, text analysis, etc., each group will be scored according to its attendance in class and answer to questions. The group's outstanding performance in class discipline, homework submission, unit tests, etc. will be rewarded.

In short, in primary school Chinese classroom teaching, teachers should be good at adopting different forms of cooperative learning according to different teaching contents, so that teachers and students, and students and students can learn from each other's strengths and complement each other, and promote the enrichment of students' knowledge. and ability improvement, thereby cultivating students' cooperative spirit and ability and improving the effectiveness of classroom teaching.