Because of the large class size and weak self-control, students of different levels and categories in the class are consciously divided into multiple study groups. According to the different specialties of each student, each group is divided into several groups, and each group is given an inspirational name with a famous saying that students can help each other in their studies, which can enhance the effectiveness of student-student interaction.
In the group, I also introduced the "competition" mechanism, adopted the scoring system in class, and selected the "best speaking group", "best communication group" and "best cooperation group" according to the group performance and learning situation, and gave small rewards, which not only improved the students' sense of achievement in learning, but also cultivated their self-confidence in learning. Greatly arouse students' enthusiasm for learning. At the same time, outstanding people in each group can also run for the team leader. The leader of each group is mainly responsible for organizing all aspects of the group's learning work, such as checking homework, organizing discussions and reporting. At the same time, the group leader can also act as a "little teacher" to help other members of the group solve some simple problems. Let the team leader be in these groups, according to the learning situation of the group every week, and according to the situation of the group, so is the teacher.
Second, for everyone, choose the right teaching method.
In traditional teaching, our teacher's explanation takes up 40 minutes in the classroom, and every student spends his time listening to the teacher's explanation, so that the student may be reduced to the status of the audience, making him subordinate to the teacher's activities and unable to realize independent learning and development. This teaching mode leads students to adopt a single and passive learning mode, which suppresses students' interest and initiative in learning, increases the psychological burden of learning and makes learning inefficient. We must change the original teaching design concept. Before class, we should jump out of the fixed thinking that teachers monopolize the classroom according to students' individual requirements, give students full trust, and let students fully preview before class.
First of all, in teaching design, teachers should strive to transform the content originally used for teaching into questions with inquiry value suitable for students to explore (some are completely unsuitable for inquiry, which is another matter). This requires teachers to change their ideas, not to underestimate students' understanding and inquiry ability, not to think that "as long as teachers tell students, they will understand", but to put themselves in the students' shoes and treat them with suspicion everywhere.
Secondly, we should provide students with intermediary tools for independent exploration and mutual cooperation. The tools of thinking operation include not only valuable questions, but also teachers' language tools and practical tools that students can operate. In the case of classroom teaching, especially in the case of large classes, teachers' language should be structured, and practical tools should be carefully designed and combined to serve the exploration and cooperation of students and the further development of the teaching process.
Third, the diversification of classroom activities allows students to develop in independent inquiry.
In order to improve students' ability, group cooperation in class can make students completely jump out of the original framework. They express their themes through mutual discussion and communication among groups, and they keep learning in mutual communication to increase their interest in learning. Group members can take different forms according to different teaching tasks, such as students explaining key points and teachers supplementing them; Read the texts of different roles to deepen the overall grasp of the article; The explanation of exercises can make students discuss and find out the difficulties. For example, for the explanation of a knowledge point, students can consult the key words before class and discuss and summarize the key points with each other. Students explain in class, and members of the same group supplement, and then the teacher focuses on explaining. When students give lectures, teachers only participate in discussions as students, allowing students to communicate, cooperate and learn in their own languages. Unexpectedly, this method is very popular with students. They left their long-term bound seats and embarked on another broad stage-the podium. They are all actively prepared and full of confidence. Students attending the lecture also study hard and strive for the opportunity of the next lecture. Practice has proved that the effect of students' exchange learning is no less than that of teachers' lectures. They often enjoy teaching and learning from each other, which can not only exercise their oral expression ability, but also help students understand their reasoning clearly, and at the same time cultivate their good habit of previewing in advance.
Fourth, problem-based teaching, mobilizing students' enthusiasm "problem-based teaching method" refers to the use of "problem consciousness" to organize teaching in teaching. Through a series of links, such as finding problems, asking questions, thinking about problems, analyzing problems, discussing problems and solving problems, students can think and learn independently, thus improving their ability to analyze problems independently, enabling them to master correct thinking methods and improve their ability to solve problems. "Problem-based teaching method" 2. Teachers analyze the questions raised by students, select representative problem-forming problems for classroom discussion, arrange students' after-class preparation, and then conduct classroom discussion on the basis of full preparation. Finally, the teacher summed up the guidance and deepened the students' understanding of the problem.
As for the problem teaching method, we should pay attention to the basic principles of problem design in English classroom. First of all, question design should conform to the knowledge law of English itself, that is, it should be scientific. Teachers should first make a detailed analysis of the textbook, make clear the position and role of the content of this course in the whole textbook, make clear the vertical and horizontal connections between knowledge blocks, and determine the key points and difficulties of teaching, so as to grasp the center of this section and design and ask questions around the teaching center and knowledge points.
The design of classroom questioning should conform to the law of middle school students' understanding of things and the characteristics of middle school students' thinking development, and the design of questioning should be from easy to deep, from easy to difficult, in line with students' cognitive level of knowledge, thus stimulating students' interest in learning, activating students' thinking and cultivating students' ability of independent learning. Finally:
The design of classroom questioning should give consideration to students at all levels, and do not give up or abandon students with learning difficulties, so that students at all levels can find their place in English class, thus falling in love with English and learning, and cultivating students' self-confidence in an all-round way.
5. Encourage students to ask questions and cultivate self-confidence.
For a long time, students have developed the bad habit of teachers telling students what they believe, which makes it easy for students to follow the crowd without thinking. Therefore, in the process of class, students should believe in themselves and achieve the "three big", that is, answer questions loudly, boldly point out other people's mistakes and express their views generously. Long-term training enables students to form a good habit of being brave in questioning and boldly correcting mistakes. At first, I will make some mistakes on purpose in the teaching process. See if they can point out the corrections. At first, students were not used to it, so I encouraged them to inspire them. After a long time, they can come up with some creative solutions to problems, ask questions they don't understand and discuss them with everyone, and they can also actively debate with other groups when they disagree. The so-called truth is becoming more and more obvious. In the debate, students learn to distinguish, think and criticize, deepen their understanding of knowledge, and at the same time understand some original opinions of others and master more.
In short, in teaching, teachers should give full play to teaching democracy on the basis of careful preparation and vivid lectures, stimulate students' enthusiasm for learning with full participation, actively guide students to ask questions boldly in analyzing and discussing problems, and keep students interested and curious all the time. At the same time, teachers should provide students at different levels with various opportunities to participate in learning. Through mutual teaching, learning, interaction, complementarity and progress between teachers and students, the overall teaching quality can be improved. Cooperative learning not only changes students' passive learning style, but also changes students' learning attitude and interest, learning habits, learning quality and thinking mode, and enhances students' initiative and enthusiasm in learning. Students' practical ability, communication and cooperation ability and language expression ability have been well developed, and students have been improved in communication, mutual assistance and cooperation. Teachers should analyze specific problems in teaching practice according to the learning content and cooperation. When using cooperative learning, we should effectively organize, strengthen guidance, strive to overcome the influence of negative factors and improve classroom teaching efficiency. Great changes have taken place in classroom reform teaching under the new curriculum. For English classroom teaching, teachers should pay attention to students' performance in the classroom. In order to improve students' classroom learning efficiency and carry out effective teaching, we must change the old learning methods and develop independent, inquiry and cooperative classroom teaching learning methods. This paper mainly talks about how to improve the understanding of English classroom teaching and the exploration of using group cooperative learning in English teaching, and discusses the applicability of group cooperative learning in English teaching and its teaching significance to classroom teaching reform.
Keywords: group cooperative learning classroom efficiency teaching significance In the new curriculum reform, teachers will encounter many problems in their own teaching process. How should teachers change the traditional teaching methods to improve teaching efficiency, and how can the new curriculum reform be reflected in our large classes? Therefore, teachers need to study hard in practice, constantly update their concepts, improve teaching methods and make continuous progress in exploration. The new curriculum reform for more than a year has made me feel a lot. I walked into the new curriculum and felt the new curriculum.
For a long time, our English teaching has been dominated by traditional teaching concepts. We teach English as pure knowledge, with emphasis on knowledge points and grammar. Teaching is centered on teaching, knowledge and teaching materials, with too much emphasis on rote learning and mechanical training. The new curriculum reform requires our teachers to care about all students. In the process of classroom teaching, we should not only face the whole class, but also take care of the individual differences of students, especially those with learning difficulties; To pay attention to the development of each student, we must change the traditional teaching mode and learning method. Under the background of current classroom teaching reform, cooperative learning is particularly important in order to improve students' quality education. Then, how to carry out inquiry learning in English classroom teaching under the premise of students' lack of big environment, the difficulty of group cooperative learning is before us. In the face of difficulties, we must change our teaching concepts, build up confidence and explore reasonable ways and methods to solve problems.