In the current art teaching in primary schools, group cooperative learning has become a common teaching mode. Handicraft course is an important part of art education in primary schools. The application of group cooperative learning mode in handicraft class plays an important role in cultivating students' practical ability, autonomous learning ability and innovative spirit. The new curriculum standard points out: "Effective learning activities cannot rely solely on imitation and memory. Hands-on practice, independent exploration, cooperation and exchange are important ways for students to learn. " Carry out group cooperative learning in manual classroom, guide students to study independently, explore cooperation, help students learn to determine the theme, collect data, choose tools, prepare materials, creatively design, make presentations, etc., so that students can truly master the basic skills of manual production, experience the process and methods of cooperative learning, and cultivate aesthetic interest and teamwork spirit in cooperative learning activities.
Through the comprehensive exploration of research group cooperation in primary school art manual classroom, I have summarized some problems and countermeasures in the process of continuous practice and exploration, hoping to further improve the application of group cooperative learning in primary school art manual classroom, seek advantages and avoid disadvantages, so that group cooperative learning can be implemented and play a greater role.
First, the conventional single form of group cooperation can not give full play to students' individual advantages, which makes group cooperative learning a mere formality and impossible to implement.
Question: When I first started organizing cooperative learning, I usually used the method of combining the nearest or four groups. However, in normal teaching, because the class teacher generally does not consider the needs of cooperative learning when arranging students' seats, the random combination may lead to the heterogeneity of the same group, and the rationality of grouping cannot be guaranteed. For example, when I set up a study group for our concert, I directly divided the students into four groups according to their seats, and the number of people in each group was 10- 12. After I chose a group leader from these four groups, I didn't divide other specific matters, and problems immediately appeared during class discussion. Some groups have two or three people scrambling to speak, so in some groups, only one or two people always speak, while others sit absently; Some groups refused each other and no one spoke; Some groups take the opportunity to chat and so on. In the process of co-production, some students with strong hands-on ability in the group acted as the absolute protagonists, while some students with poor ability sat idle and felt that they had no role in the group. Over time, these students lost their initiative in learning.
Due to the complexity of the manual course, a single form of group cooperation can not give full play to students' individual advantages, and there are many differences among students in family background, ability tendency, hobbies, practical ability, personality characteristics and so on, which leads to great differences in learning effects among students, and the conventional combination method can not meet the cooperation requirements for students in the art manual course.
Countermeasures: 1. Before setting up a study group, I first made a comprehensive evaluation of students' gender, knowledge base, hobbies, learning ability and family background in the form of a questionnaire, and then matched the students in the class into several cooperative groups with "homogeneity among groups, heterogeneity within groups and complementary advantages", and adopted the mechanism of "cooperation within groups and competition outside groups" for exchange and study.
2. Clarify the division of labor of group members and strengthen the team consciousness of the group. At each stage, everyone has a relatively important responsibility and plays a specific cooperative role, such as the person in charge of the organization, the data collector and recorder during the group discussion; Journalists and commentators in the process of classroom development; Material preparers, graphic designers, craftsmen, etc. In the process of making works. Refine responsibilities and give full play to the individual advantages of team members. After a certain period of time, the role exchange ensures the possibility of all students participating in cooperation from the organizational form, and changes the long-term position of students in the group, that is, some students are always in a controlling position and some students are always in a subordinate position, which provides opportunities for each student to develop, so that each group member has responsibilities and jobs, and can get opportunities to exercise and improve from different positions, so that students can feel that their position in the group is relatively equal, and it is easy to build self-confidence and will not let the group cooperate in learning.
Second, students can't cooperate, lack cooperative skills training, and cooperative learning is invalid.
Problem: Nowadays, primary school students have a strong desire for self-expression, impetuous, self-centered and no cooperative spirit. Even after students are grouped according to their own characteristics, students will not cooperate with each other. They think that mutual cooperation means helping others. On the one hand, it has increased its own burden. On the other hand, I feel that others will not accept their own opinions, so it is better to do their own thing, which makes the gap between students grow bigger and bigger and can't achieve the effect of common progress. For example, in the lesson of "Ethnic Dolls", I asked each study group to collect all kinds of relevant materials about ethnic minorities in China before class, and to prepare the materials and tools needed for this lesson. However, in class, I found that the materials collected and prepared by the same group have a high probability of repetition, which shows that students lack communication before class and do not reasonably assign tasks to group members; When discussing the characteristics of each ethnic group in groups and choosing the production targets of this group, students will not express their opinions clearly, nor will they accept others' opinions humbly, nor will they solve problems peacefully when they disagree; In the production stage of the work, I originally asked each group to make 2-3 groups of ethnic dolls, but I found that many students in the group made them by themselves, or didn't do them at all, and some students didn't have the opportunity to do them, just watching other students do them.
Countermeasures: 1. In order to enable students to carry out cooperative learning effectively, we must teach students the methods of cooperative learning. For example, in our big vase class, I will first invite students to enjoy some beautiful vase pictures. After enjoying it, I invited a student with good expressive ability to comment on the shape and pattern of the vase. After the student has finished speaking, I will supplement it according to his opinions, and then please ask questions below. During the homework demonstration, I invited a group of students to the podium to form a group with me. I made some specific division of labor for these students: students with rich imagination first conceived graphics and designed combinations according to the basic structure of vases; Students with good painting skills are responsible for drafting and drawing decorative patterns; Students with strong hands-on ability and delicate mind are responsible for cutting and carving; For those students with poor ability, let him do some simple paste or collection work. During the whole production process, I completed the demonstration works with the students. Next, please ask the following students to imitate the way I cooperate with students. Let students imitate the cooperation between me and students first, so that the cooperation between students will have a clear direction, cooperation will be effective and communication will be effective.
2. The group leader plays a very important role in the process of group cooperative learning. Training a qualified team leader can improve the effectiveness of team cooperation. After a comprehensive evaluation of the students, I will first select a student with relatively strong ability, positive speech, strong desire to express and certain organization and coordination ability as the leader of the cooperation group according to the characteristics of the students, conduct centralized training for the leader, and urge the leader to actively organize group exchanges, so that the team members can form good habits of cooperative learning and cultivate cooperative consciousness. When arranging the collection of materials and preparation of tools and materials, guide the group leader to do his homework before class, and then reasonably allocate the group members to prepare and refine the work so as not to burden one person; When organizing cooperation and exchange, the guidance team leader should first make orderly arrangements, such as encouraging team members to speak boldly, allowing those who can speak first and those who can't speak first, so as to promote different people to get different development. Instruct the team leader to be flexible and coordinated in the communication process, such as applauding the students who are actively discussing. When there are differences, the team leader should first ask why and ask the team members to give reasons. When there is silence, the team leader should be able to take the lead in speaking and play an exemplary role. Instruct the team leader to collect different answers made by team members when communicating the same question, and report to me in time and accurately, so that I can know the situation in time and give guidance to promote effective cooperation and exchange. After most students understand the method of group cooperation, I will change the group leader regularly to balance the gap between students and promote their common progress.
Thirdly, the guiding role of teachers is neglected, and the organizational guidance of teachers is not in place.
Question: There is no doubt that students play a leading role in classroom teaching in cooperative learning, but it is easy to ignore the guiding role of teachers. In the initial organization of cooperative learning, I think the classroom should be completely given to students, so as to give full play to students' autonomous learning ability. In the process of group cooperative learning, I just arranged certain cooperation procedures to encourage students to cooperate with each other. Before class, I arranged special topics → Let students collect information in groups → Let students exchange and show themselves in class → Make them in groups. But in this process, I can't give students timely and appropriate guidance because the cognitive level of primary school students can't reach a certain level. For example, in the lesson "Face with Rich Expressions", it is necessary to prepare tools for making blow-molded paper prints. Before class, I arranged for students to learn the relevant knowledge of printmaking, and then prepared the learning tools and materials needed in class according to the collected data, but I didn't guide the key and difficult points of the knowledge points, resulting in incomplete tools prepared by students in class. When students discuss and communicate, the classroom order is chaotic, and students will have some unnecessary disputes or discuss issues unrelated to learning, making group learning a free and rambling activity; In the production stage, due to the unreasonable coordination of teachers, a series of problems will occur, which will make cooperative learning fail to achieve the expected results.
Countermeasures: 1. In the stage of collecting materials, teachers should give reasonable guidance and make full preparations before cooperation. For example, they can tell students to inquire about the websites of corresponding materials, guide them to inquire, and more importantly, guide students to observe life and collect little knowledge in life; Encourage students to learn how to complete learning tasks with others in practice, such as providing a set of common learning materials and assigning collective homework, so that students have to learn to use cooperative skills to solve problems.
2. Actively participate, make full preparations, and effectively regulate teaching. In class discussion, go among students, act as collaborators in students' learning, provide timely guidance in group learning, and become guides, collaborators and managers of students' group cooperative learning, rather than bystanders. Let each student really participate in cooperative learning, for example, let the students who are used to bragging take up most of the discussion time as recorders, so that they can not only learn to listen to other people's opinions, but also understand the necessity of self-control of speaking time; Let naughty students who like to give others problems act as organizers, so that they can learn to coordinate contradictions and conflicts and correct their own behaviors that interfere with cooperative learning. Changing roles according to the actual situation in the classroom can also help students develop comprehensive skills on the basis of forming certain cooperative habits.
3. Teachers should also act as coordinators. In the production process, for groups with different strengths and weaknesses in the combination, we should put forward corresponding requirements according to the different abilities of each group, and focus on helping the weak groups, inspiring them to think more, flexibly using their own experience and knowledge, guiding the effective ways and forms of group cooperation, cultivating students' ability to solve problems independently and coordinating the differences between groups.
Fourth, the evaluation method is single, the incentive mechanism is lacking, and the classroom management is ineffective.
Question: Because primary school students are young, their self-control ability and stability are poor, their performance in the classroom largely depends on the teacher's process evaluation method in the classroom. Appropriate incentive evaluation mechanism can stimulate students' interest in learning and improve classroom efficiency. It is easy for students to discuss production in class, but it is difficult to arouse their enthusiasm for active learning and exploration, to make them think actively around teachers' problems, and to finish discussion production within the specified time. In the course of class, students will not listen to instructions, especially at the end of the production stage. Because some students are still immersed in the fun of making activities, or have not finished their works, they will turn a deaf ear to the teacher's words. Sometimes, students refuse to give up because of some disputes, making a scene, which seriously affects classroom discipline; Sometimes students in a whole class can basically complete the course requirements, but they are not active enough in the whole process. Only one or two students in a group are active, and the other students don't talk or think, just stand by and cooperate without enthusiasm. These problems all reflect the lack of inspiring language in the classroom, the imperfect evaluation system, the ineffective classroom management, the inability to mobilize students' enthusiasm and the loss of the significance of group cooperation.
Countermeasures: 1. Conduct some competitions among cooperation groups appropriately to stimulate cooperation enthusiasm. Group cooperative learning is usually not based on individual achievements, but on the total achievements of each group in the process of achieving goals. This mechanism can turn the competition between individuals into the competition between groups. Out of the desire to achieve common goals, group members need to work together, help each other and learn from each other, so as to promote cooperation within the group and enable students to learn from each other. For example, if there is a discipline competition between groups, even if some students have poor grades, other members of the group will remind him for the honor of the group, thus improving the classroom discipline.
2. Adopt the method of encouraging teaching, use more encouraging language in the teaching process, pay attention to stimulate students' enthusiasm for learning, give students more opportunities to actively participate in classroom learning activities, encourage students to master the performance of tools and materials and related manual skills and skills through hands-on, contact with materials, and feel the joy of success in constant attempts, thus stimulating students' awareness of participation, improving students' interest in learning, and improving the classroom effect accordingly.
3. Enrich the evaluation mechanism. Evaluation is affirmation and encouragement to students, and plays a very important role in the quality of cooperative learning. Evaluation should not only look at students' learning results, but also pay attention to students' behavior in the learning process. Make a thorough understanding and careful observation of the actual level and classroom performance of each student in the group. For groups with good cooperation, members who actively participate in learning should be evaluated, praised and encouraged in time, so that they can fully experience the fun of cooperation and enjoy the joy brought by success, so that the group will have a situation of "interaction, mutual assistance, mutual encouragement and common progress", enhance students' self-confidence and inject new catalysts into the success of "cooperative learning"
In a word, the application of group cooperative learning in arts and crafts classes in primary schools can cultivate students' hands-on production spirit of unity and cooperation, provide opportunities for each student to communicate and express, effectively improve participation, reflect students' subjectivity and complementarity, and help cultivate students' cooperative spirit, innovative consciousness and practical ability. However, group cooperative learning is not a "universal" learning method, and it also needs appropriate time and soil. Therefore, it is necessary to study teaching materials, strengthen research, explore hard, carefully design and organize group cooperative learning, and constantly improve the timeliness of cooperative learning.