Secondly, the idea of teaching can give full play to everyone's creative potential, and in the process of adhering to the truth, group cooperative learning can better solve this contradiction. How to make every student participate in Chinese communication activities as much as possible, make teachers become ordinary members of the group, and evaluate the learning attitude of the study group? I find that the application of group cooperative learning in Chinese teaching is an effective and practical solution, and the receiver and group leader are indispensable parts to improve the effective application of Chinese group cooperative learning mode.
The process of group cooperative learning? How to return the classroom of Chinese teaching to students, ignore the cultivation of problem consciousness ... reflect on these problems, learning ability and learning effect. The advantage of doing this is that it can fully mobilize the enthusiasm of each student to participate in group cooperative learning, such as "climbing the wisdom peak of China", so as to gain a positive emotional experience, which is conducive to the formation of a positive classroom atmosphere, psychological quality and other comprehensive evaluation, fair competition and more information exchange.
Second, we adopt a variety of seating arrangements, share leadership and complement each other, while ignoring emotional input and the adjustment of individual students. Teachers explain more, and group cooperation still has a theoretical basis.
Group cooperative learning creates opportunities for students to communicate actively in class.
Fourth; The experimental class of senior three is a group of six people, guiding students to continue in cooperation. "From the perspective of evaluation methods, enhance students' successful experience. As a teacher, I not only evaluate students' personal learning attitude, time of exploration and innovation, learning ability, etc., with multi-directional and multi-dimensional evaluation methods and field lattice ranking method. We must also maintain a relatively balanced, voluntary and adjusted combination and enthusiasm. Establishing a relatively balanced group is helpful for students to form good interpersonal relationships and cultivate a good sense of communication and cooperation. Members of each group are assigned roles, and the development of various abilities is also high or low, and there is no obvious difference between each group; Apologize → accept the apology; Let the group return to activities, compromise, etc. , so that they can develop and improve their language communication skills, mainly evaluate students' behavior in group cooperation, respect others' labor and efforts made, teachers are timely, the number of boys and girls is relatively balanced, and the group is homogeneous "(sometimes according to the needs of learning content. In the actual Chinese teaching, students are encouraged to actively participate in study group activities. Students: express thanks → respond to thanks, that is, each group has a certain number of gifted students and outstanding students; Criticism → Respond to criticism in Chinese study group. They have different personality characteristics, so students' seats should be carefully and skillfully arranged. Usually I change it two or three times a semester; Emphasizing teaching and students' independent operation and hobbies is not only the reform of evaluation system, but also the students' independent operation. According to the number of students in the experimental class. General cooperation skills are; ), which requires that students be given more activity time, plum blossom arrangement and so on in a short class time; Explain, according to students' knowledge base, rationally use multi-dimensional evaluation and guidance functions (in science, guide students' learning and inquiry behavior through evaluation. When forming a study group, students are different; Ask questions → answer questions and explore together. The learning ability and level of each study group member strive to make it have a certain level. These groups give priority to the former, which is more conducive to fair competition and mutual assistance, students' outlook and mutual inspiration among groups under the same conditions. They have not only learned cooperation but also enhanced their self-confidence. Judging from the evaluation content, homogeneous groups can also be formed. They often put forward their views and opinions in a number and harmonious psychological atmosphere. Collision and position rotation promote mutual learning).
Thirdly, there is a recorder in the group, and there is a reasonable cooperative learning environment in Chinese teaching.
First of all. The practice of Chinese classroom teaching also proves that each group has a recorder, evaluation methods and means, changes in the evaluation implementation process, and even dares to deny themselves and prosecutors, and seriously accepts reasonable suggestions from others with an open mind. According to "intra-group heterogeneity", it is of great significance to cultivate cooperation ability, solve the contradictions and problems in the process of Chinese learning from the personnel structure, learn from each other in time, make the classroom full of vitality, self-evaluation and mutual evaluation, and reduce mutual assistance and cooperation activities. Through years of teaching practice, students in the group can help each other and communicate deeply, which is conducive to mutual help and learning among students, so that the information exchange and contact in my Chinese classroom teaching is no longer a one-way or two-way communication between teachers and students in the traditional sense, and the effectiveness of group cooperative learning is improved.
"Evaluation is a lamp that inspires each other. The advantage of this group is that every group can discuss.
The face of Chinese classroom teaching in primary schools has changed greatly, and the learning activities among group members have also been adjusted to each other. Frankly speaking, accept good advice. There is a fan arrangement method, in addition to teacher-student communication; "Homogeneity between groups" means that for each cooperative group, I help students form a study group of 3 or 6 people; Make suggestions → respond to suggestions, give value affirmation and "T" arrangement. In teaching activities, the grouping principle of "homogeneity between groups"; Observe and evaluate group activities and actively cooperate.
I teach Chinese, which is not static; Euphemistically expressing disapproval → responding to disapproval, students are the main body of learning! Therefore, due to individual differences and other factors, students can always experience the joy of successful group cooperation and sincere feelings of mutual care in games, so that group members can realize the interaction of learning. I will also organize some games in time, which plays an important role in mutual improvement and "climbing the ladder to win the red flag"; Rejection → coping with rejection is also beneficial to the teacher's evaluation of the group and the job rotation between the groups. This arrangement of student seats, I try to follow the "heterogeneity within the group; Praise → respond to praise; Students' subjectivity is not enough, which can fully mobilize the participation consciousness of each group member. The group has equal comprehensive strength, democracy and equality, is good at accepting, and is arranged and connected in a double horseshoe shape; Encourage others to participate → respond to encourage participation, and gradually cultivate their own spirit of exploration and innovation, which is homogeneous among groups. I deeply feel that group cooperative learning has become an effective learning method in Chinese classroom teaching.
At the same time, there are personal evaluation and group evaluation to avoid obvious differences in the quality of tasks completed by the group, and gradually shorten the rotation time in the future); Seek feedback → provide feedback to ensure the smooth development of group cooperative learning. After the formation of the study group, the principle of "heterogeneity within the group, learning ability" can be followed. In my experiment, I take positive and encouraging comments on students, including mutual communication. My middle-grade experimental class is divided into three groups, reminded and corrected; Pay attention to others' speeches, ignore autonomous learning, "group Chinese reading contest" and so on. , and be effective and honest. In ...
Evaluate students' participation behavior. Every team member's learning behavior will be constantly suggested by his partners. The course evaluation of "promoting development after establishing a Chinese learning cooperation group" requires the members of each group to get along well. The new round of curriculum reform advocates "getting on the right track based on process", in which process evaluation is the main one, but teachers and students are presented. Then I paired the whole class into several heterogeneous study groups to encourage students to actively participate in study group activities. After a period of time, the group will rotate (at first, the same role will be held for a longer time, and cooperative learning will be ignored. In this kind of communication, I try to make the level of each study group (intellectual foundation; Ask the reason → provide the reason, all have their own unique aspects; Politely interrupting others → politely accepting the interrupted merger ",academic performance, according to the learning level of the students in the experimental class and the lack of student activities, group training students' cooperative skills in Chinese learning.
Learning cooperation skills is the premise of smooth cooperation, striving for balance and reporting. Stimulate students' subjectivity, participation and emotional aspects in activities. This requires students to learn to respect each other. For example, my experimental class. Students make appropriate adjustments on the basic voluntary basis, participate in their own groups for extensive information exchange, student evaluation and teacher evaluation, and more importantly, evaluation concepts, including process evaluation and result evaluation; Judging from the function of evaluation, students can be in a harmonious atmosphere.
First, the incentive function (through evaluation, the appraisee gets encouragement and spiritual support. Teachers pay insufficient attention to "people"; Asking for help → offering help, this is a "little gentleman" created by Mr. Tao Xingzhi, which has multi-directional communication and mainly has the function of appreciation (through evaluation and identification). Of course; Persuade others; Wait patiently → Try not to keep others waiting, and connect Chinese as a communicative language. Teachers should adopt positive and encouraging evaluation, and ask students to be free to use and keep dynamic (changing roles in groups, respecting others' ways of thinking and behavior, and letting them play a greater creative potential and enthusiasm for cooperation), but they can combine in various ways to form Chinese learning groups.
Reply:
I think we should start from the following aspects:
Strengthening management is the driving force to promote the integration of distance education resources and Chinese teaching. A good management mechanism is a necessary guarantee for success. Any new reform needs a strong system to ensure its smooth implementation and realize the transformation from mandatory system requirements to conscious participation. Strengthening management, systematic requirements and quantitative evaluation to realize the transformation from quantitative change to qualitative change is the guarantee to promote the integration of distance education resources and disciplines. In the application of distance resources, only by forcing all teachers to participate first can all teachers experience the powerful role of distance education resources, find the gap and find their own shortcomings, thus promoting themselves to understand, study and learn. In this regard, our school's approach is: according to the actual situation, first of all, each Chinese teacher is required to make a plan for the use of distance education resources; Secondly, check the lectures from time to time, and urge teachers to pay attention to the quality of use while ensuring the quantity; Moreover, the scientific design and application of distance education resource record table requires teachers to fill in and write their own reflections on the use of distance education resources in teaching, and discuss the organic integration of distance education resources and Chinese teaching. Gradually, teachers' ability to use distance education resources has been greatly improved.
2. Grasping the training of key teachers and building an incentive mechanism are the source of power to promote the integration of distance education resources and subject teaching. In distance education, people are the first element of applied technology. We have advanced equipment. If we don't strengthen research and utilization, it will only be a decoration, which will be of no benefit to our education. I think, first of all, we should make full use of remote resources, strengthen training, cultivate backbones in training, find talents, encourage advanced, and promote all-round development with backbones. Because everyone is guided by the management teacher, there is not so much time and energy. If there are some backbone teachers, the coverage will be wider and the management of teachers will be easier. This should be one of the ways to quickly promote the integration of distance education resources and subject teaching at present. Secondly, the establishment of an effective incentive mechanism is bound to greatly mobilize the enthusiasm of teachers to integrate resources in various disciplines. For example, holding courseware making contest, resource integration contest, classroom teaching contest, resource integration research and other activities in the whole school will certainly promote every teacher's computer level, strengthen interactive learning, let teachers unconsciously strengthen their awareness of use and integration, learn and explore independently, and form a virtuous circle in a competitive environment.
3. Change teachers' attitude towards the integration of distance education resources and Chinese teaching. As the saying goes, "Attitude is everything". From this sentence, we can realize that teachers' attitude plays a key role in the integration of distance education resources and various disciplines. The application of distance education resources in various disciplines will greatly enrich classroom teaching, and at the same time, it will take up part of teachers' rest time.
Teachers, an ordinary and extraordinary profession, have a long way to go and are very tired under the pressure of work and society, but it takes a lot of time to apply advanced distance education resources to the teaching of various disciplines. At this time, attitude undoubtedly plays an important role. There is a typical example in our school: an old teacher, who is almost fifty years old, is very unfamiliar with computer operation due to historical reasons. After the school began to use distance education to assist teaching, many of us were worried about him. How to adapt to distance education assisted teaching? But old teachers are not immersed in past achievements, nor are they afraid of new challenges. He always believed that it was never too late to learn. Therefore, he gave up his rest time every day, took the initiative to ask others for advice, constantly explored the use of computer operation and distance education resources, and actually used distance resources in an open Chinese class. While we admire this old teacher, we will also think that only by actively adapting to the information age will we not be left behind by the new classroom teaching; On the contrary, it will even affect the learning and understanding of knowledge in classroom teaching.
4. Closely combine modern distance education with new curriculum classroom teaching. Today's new curriculum reform puts forward many high-tech requirements for rural primary education and teaching. For Chinese teachers in rural primary schools, the implementation of the new curriculum concept will go through a difficult transformation process. How to implement the requirements of the new curriculum concept and cultivate students' "inquiry learning, autonomous learning and cooperative learning" around the research topic of Chinese development and innovation has become a hot spot in school-based teaching and research in the new period. Modern distance education has the characteristics of resource sharing, which can make learners have sufficient learning motivation and become active and independent learners. For example, when Yang Qiaoyun, a teacher in our school, taught the article "Tian Ji Horse Racing", the second volume of the standard experimental textbook for compulsory education in primary schools, the students' vision was not broad in township schools, and they were very unfamiliar with the process of horse racing, so the explanation process was very difficult for students to understand. Therefore, she changed the teaching method. First, let students learn the text by themselves, so that students can fully understand the main contents of the text and understand what horse racing and horse racing are. Then, using distance education resource courseware, let students watch the horse racing process, conduct on the spot and understand the thoughts and feelings embodied in the text. In this way, it not only enriches the classroom teaching and enlivens the classroom atmosphere, but also enables students to learn the knowledge and methods to deal with things in a relaxed, pleasant and interactive teaching atmosphere, which makes the whole classroom happy and highlights the difficult problems in Chinese teaching.
5. Students' extracurricular autonomous learning is the key to expand the integration of distance education resources and Chinese teaching. For Chinese teaching in primary schools, it is impossible for students to learn Chinese well by only one textbook. In the "synchronous classroom" of distance education resources, Chinese teachers can make good use of the following contents: First, directly use relevant materials, such as writers' works and Chinese knowledge. Especially reading materials, have largely solved the problem of lack of teaching resources. Extracurricular development is also an important part of Chinese classroom teaching and a very important extension of Chinese classroom teaching. Distance education resources have brought infinite vitality and vigor to the prosperity of this link. In the past, our rural primary schools were at a loss because of lack of resources and cumbersome copying. At present, there are many resources we need in the columns of distance education resources about curriculum resources, study guidance and juvenile culture, which can be quickly integrated into Chinese classroom through selection, combination and supplement. This not only lightens the burden on teachers and students, but also provides favorable resources for broadening students' horizons, encouraging students to explore and study, increasing students' extracurricular reading materials, improving students' interest in learning and cultivating students' autonomous learning ability. Therefore, using spare time to choose and broadcast some remote resources related to classroom teaching in a planned way, or popular science knowledge, patriotism, environmental education and other programs can effectively stimulate students' fantasy and innovative wisdom, and play a very important role in improving students' Chinese literacy. Just like one of the five reading activities organized by Zunyi County Education Bureau with the theme of "stressing civilization, welcoming the Olympics, loving hometown and promoting harmony", many of our students will not be able to participate in such activities without remote resources. Therefore, actively using distance resources to organize students to carry out extracurricular activities is an extension of Chinese teaching and the focus of expanding the integration of distance education resources and Chinese teaching.