Under the constant discussion of educators, our teaching methods have also developed diversified. The following are my three experiences in school group cooperative learning. Welcome to read.
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Experience of group cooperative learning I
Differentiated learning teaching mode pushes group cooperative learning to the forefront of classroom teaching mode reform. Although group discussion and other cooperative methods were often used in previous classes, the learning-differentiation teaching model pays more attention to the effectiveness of group cooperative learning for each student, and strengthens many contents from outside and inside to help achieve this effectiveness, such as students' study habits, listening habits, group division of labor and responsibility, mutual evaluation and so on.
Personally, I am well aware of the great promotion of real group cooperative learning to students' learning, and I also look forward to this ideal state of students' learning put forward by group cooperative learning, but in practice, most of us just work with an imitation attitude. Formally, we divide students into study groups, sit together and use group cooperative learning to reflect students' subjectivity. I thought that the smooth learning encountered many difficulties, so we had to slow down and stumble. The problem is that these links other than group cooperation have not kept up. I think if we blindly pursue the form in place from the beginning and neglect the cultivation of students' study habits and attitudes, we should put the cart before the horse, and the difficulties on our way forward have not been removed. How can we move forward smoothly? So how can we make it smooth?
First of all, we must clarify the purpose of learning.
Group cooperation is an open and free way of learning. Learning should have a clear purpose, otherwise it will become a mere formality. When students really can't solve problems by themselves, cooperation is necessary; Discussion is valuable when there are different views and different ideas. Some teachers organize students into groups in class, ask some questions or tasks, and then let students explore and communicate in groups. But most students become mere formality in cooperative learning, and discuss the questions raised by teachers? Ok, the representative of each group will report on the communication between your groups. This is a situation, when teachers assign cooperative learning tasks, the division of labor within the group is not clear, which leads to the lack of effective cooperation.
Second, we should seize the opportunity of cooperation.
The content of cooperative learning should be valuable. In order to let students have extensive participation, teachers should cooperate with students to discuss any problems, and some problems that have no thinking ability or are simply ignored are full of them. Students are not interested in participating in the discussion, and classroom time is wasted, which makes teaching efficiency get twice the result with half the effort. This kind of cooperative learning not only can't solve the problem, but inadvertently deprives students of the opportunity to think independently and learn independently, which violates the true meaning of cooperative learning. Therefore, group learning must be based on autonomous learning, otherwise it will produce dependence. It can also be boring to always explore together.
Third, the top students are in a dominant position in the group and bear the main responsibility, while the underachievers are in a subordinate or neglected position. However, some underachievers are always half a step behind the top students because of their weak foundation, lack of participation and initiative, and less profound thinking agility. They virtually lost the opportunity to think, speak and express, and were deprived of the right to study in disguise to some extent.
In a word, the good learning quality of group cooperative learning can not be formed overnight, but can be gradually matured through constant guidance, long-term edification, mutual discussion, constant reflection and correction.
Group cooperative learning experience II
In our previous teaching, teachers paid more attention to how to design the teaching process, how to highlight the difficulties in teaching and how to design blackboard writing. Instructional design is largely a wishful thinking of teachers, but it is not always useful to students. To a great extent, students' learning process is ignored, and such teaching is bound to be inefficient.
On this day, with the implementation of the new curriculum, students have become the protagonists of teaching and learning, and there have been more teacher-student interactions and equal participation in the classroom. The teaching organization forms are rich and colorful, and the learning method of group cooperation and inquiry has become one of the highlights.
Group learning is the basic way to cultivate students' sense of cooperation. In this learning process, students can share their ideas with others, students have more opportunities to freely combine and work together, have the opportunity to evaluate and discuss other people's views, and have space and time. Therefore, teachers must think deeply about the following questions:
First, how to make students cooperate and carry out beneficial cooperation, and how teachers teach students the basic methods of cooperative learning. For example, the distribution of leading roles, reasonable division of labor according to personal personality and specialty, create equal opportunities for all students to participate.
It should be understood that untrained cooperative groups are scattered, and such learning is definitely a failure, at least for most students. Cooperative learning is by no means something that students can master overnight. It needs our long-term unremitting training. Everyone needs to find their own suitable position in countless repeated drills, or to adapt to a protagonist. For example, take notes and speak on behalf of the group. The society is rich and changeable, and the industries are different. Everyone should play a different leading role.
So I think group communication should cover two aspects of information: one is to express one's own views; The second is to listen to other people's opinions. In this way, everyone can feel the joy of communication and share the happiness of cooperation. Only in this way can we cultivate a sense of cooperation and obtain truly beneficial team learning results.
In many lectures, I found that most group learning, the form is greater than the effect, is basically inefficient and laissez-faire. Often several people are performing, and it is useless for students to answer the learning results. Some people in our group want to, some people want to, and finally reach an agreement? Report the results of communication in one way. And say? I think I think? Group learning is only in form, and blind development is not really conducive to cooperation. Such a group is inefficient in learning.
Cooperative learning, without teaching students methods, group learning will consume learning time in a lot of nonsense, and learning behavior and methods have not been substantially changed. Finally, several excellent students are talking, and other students are not involved in the process of experiential learning. Group learning has lost the real benefits of attaching importance to full participation, emotional experience, humanistic care and cooperation.
Students are used to it and always want to be a bystander. As Mr. Lu Xun said, a spectator is numb and terrible. The root of this phenomenon can be traced back to the old teaching mode and teachers' teaching behavior. That's mixed reviews. Excellent students are full of confidence in teachers' constant praise and have a stronger desire to express themselves; However, most students are shivering under numerous reprimands. They dare not say too much, for fear that others will laugh at them, that the teacher will kill them, and that it will bring them some unhappiness if they don't say it well. Just be a spectator and say nothing. This kind of teaching behavior stifles personality, suppresses thoughts and obliterates the intention of personal speech. Finally, China's traditional education was formed? To preserve our sanity, but not to ask for anything? Cattle.
Many times, the teacher stood on the platform and asked the following students to study and discuss in groups. In the seemingly lively scene, the teacher on the podium above did not know whether the students actually carried out effective learning activities. From this perspective, full participation includes the participation of teachers. The leading role of teachers should not be limited to the organizers of discussions. If teachers can regularly participate in students' discussions, study with students and guide them how to express their views, or use their own words to induce students to speak, teach students how to express their views and discuss with students, and gradually cultivate students' habit and interest in speaking. Of course, this can't be done overnight, and it needs the patient guidance of teachers.
The second is whether this kind of study is needed in every class. Is the student's group study a formality, or just a formality? Teachers should pay attention to creating a free learning atmosphere and control the discussion, such as whether there are personal attacks during the discussion, whether some people monopolize the right to speak and some people say nothing, whether some people whisper, and whether teachers should patrol and participate. Pay attention to what you say. , timely regulation.
Whether the teacher's teaching design is appropriate, is it a show or a teaching need? This requires not only the recognition of teachers, but also the recognition of courses and students. Only in this way can students really devote themselves to research and discussion. In a word, it depends on whether it is the right time to carry out group study. The grasp of this opportunity depends on the actual operation of teachers' teaching, and the artistry of teaching depends on this moment. Teaching should be done with students? I'm exhausted. Can't I stop? At present, most students speak enthusiastically, and children want to express their thoughts and feelings. This is a good opportunity to discuss in groups. Only when students have gone through the process of independent thinking and have the need for communication can cooperative learning be valuable and effective.
Unrealistic group learning will make students have bad consciousness, which is called group learning. Give people a preconceived illusion. On the contrary, it induces students to have bad group learning behavior habits. In addition, teachers can't see some bad information anyway, which creates opportunities for some students to talk nonsense and make small moves. The real learning process is distorted there. Never let this unrealistic form affect students' learning consciousness. This subconscious influence is extremely bad. The teacher made an irreparable mistake there by accident.
Paying attention to the process of teaching and learning is the basic theme of the new curriculum reform and the key to the success of the new curriculum. Experienced a process, which is an intangible result. In this process, students' thinking mode and learning initiative have changed, which is the change of quality. The learning process of students is the starting point of our organization of classroom teaching. Pay attention to students' learning state, thinking state and learning style as much as possible. It is common sense in life that some beautiful things may not be practical.
T. educator Lozak said: Information is everywhere, but there is no thinking mind. ? I hope teachers will think more and not be confused by the illusion of excitement. Blind imitation of others is counterproductive. As long as you calm down, walk off the platform and bend over to get close to the students, you can hear their voices and feel their thoughts. Therefore, in practice, teachers must organize collective learning, participate in learning, monitor the learning process at all times and guide learning methods according to actual needs. In this way, the success or failure of education will be controlled by us to a great extent, students will benefit greatly and have great expectations for the success of the new curriculum reform.
What children are doing and thinking, whether they are consistent with the teacher's teaching ideas, should be a topic we should always think about.
Group cooperative learning experience 3
It has been more than two years since I started group cooperative learning in the fourth grade, and I deeply realized the benefits of group cooperative learning.
At first, the teacher said to give six white boards to each class of grade four and adjust the seats into groups. At that time, the students were very surprised. Why do we hand out white boards and make them into groups? The teacher told us that from today on, we will carry out group cooperative learning.
What is group cooperative learning? It is to divide the class into several groups, and each group has a team leader to organize the students in the group. The teacher doesn't have to say too much in class, but only guides us to study and really returns the class time to the students.
At first, we were not used to it. Under the guidance of the teacher, we gradually became familiar with this learning method, which made us more United and friendly. At the same time, it also cultivates the sense of responsibility of each student.
Our group is called Unity Group, which was conceived by our classmates. We hope everyone can unite as one and work together. The slogan of our group is: happy, happy forever! We should face every day with a happy attitude.
As a group leader, I feel a heavy responsibility on my shoulders, which brings me some pressure. I can't control the people in the group, and I can't organize everyone. However, I slowly learned to organize everyone.
In addition, group evaluation has also brought great help to our study. In the competition, students all want to get prizes, so it came into being? I want to learn? However, ideas will produce competition.
Group cooperative learning is a meaningful activity, which allows us to study better and grow better!
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