First, teach students to listen.

1, let students put themselves in their shoes and really feel that listening is a respect for others and is also conducive to their own learning.

2. Give students a goal or some questions before listening, and guide students to listen purposefully.

3. Let the students learn to retell the content.

4. Listen and take notes, and check the students' records after class.

5, after listening, but also pay attention to communicate with students to see if they have new ideas.

6. Stimulate the listening interest of classroom evaluation in time and encourage students with good listening habits to learn.

Secondly, teach students to sit, stand, read and write.

1, set an example for teachers and peers, thus inspiring all children.

2. Actively organize relevant competitions. And incorporate the results of the competition into the group evaluation; Evaluate each group by combining usual observation with competition.

Second, do a good job in the team leader's ability to manage peers, and let peers consciously participate in activities.

(1) Election-Let the group leader be democratically elected.

A team is a small team. As the core of a small team, the group leader is the "thing" of the group and the commander and organizer of the group activities. To take over a class, we must first do a good job in selecting the team leader. The head teacher can know in advance which students in the class have been small cadres, and encourage more students to sign up voluntarily, then run for public office in the class, and finally choose the students with strong sense of responsibility and bold work as the group leader. After the group leader is produced, it is necessary to publicly announce the power of the group leader in the whole class and help the group leader form prestige among all the students. Of course, it is not advisable to engage in "lifelong system". Democratic re-election should be held every other month or so to satisfy more students' "official addiction" and let as many students as possible grow up in the process of selecting and becoming team leaders.

(2) Help-let the team leader work effectively.

Need to "help" the team leader to take up his post. More care, more development. It is very important to hold the first "regular meeting" of the team leader. First, emphasize the sense of honor of the team leader. Secondly, it is emphasized that the group leader should urge his peers to correct their mistakes, urge students who are not actively completing their homework to finish their homework on time, and assist teachers in counseling. At ordinary times, the class teacher should talk to the group leader individually with appreciation, affirm his achievements, and discuss ways to solve problems, so that the group leader can deeply understand his role in the group and the teacher's expectations of him, and promote them to establish a strong sense of responsibility and give play to their initiative. The content of training should mainly focus on improving the ability of group leaders to organize group learning. We can hold regular experience exchange meetings for group leaders to introduce good methods for them to learn from each other. In order to improve the guidance effect, the class teacher can also personally serve as the leader of a group, and through his own demonstration and guidance, let other group leaders participate in the study and provide a demonstration role for the group leaders.

(3) release-let the group leader "show his skill"

Since the head teacher has delegated the power to the group leader, he should boldly give them a chance to "show their talents". The first is organizational learning. In class, students should be given as much time as possible for group cooperation, so that the talents of group leaders can be displayed and exercised in cooperation. After class, students should be left with tasks that need to be completed by the group, so that the group leader can coordinate the problems and ensure the orderly progress of group cooperation, thus improving the quality of group cooperation. The second is to lead the demonstration. The leader's words and deeds should set an example for other students. The third is inspection and supervision. The group leader not only sends and receives the exercise books of the group members every day, but also records the performance of the group members in study, homework and discipline, and conducts centralized evaluation at morning meetings or other times, which not only exercises the oral expression ability of the group leader, but also improves the authority of the group leader.

Third, do a good job in evaluating the operability of large classes.

Evaluation is a lamp, which can indicate the direction of students' learning progress. In the actual teaching process, teachers should use more positive evaluation to objectively and appropriately evaluate students' learning attitude, learning ability, cooperation spirit, team spirit and teachers' personal teaching success and deficiency, and form the following long-term mechanism:

The first is the basic evaluation mechanism. That is, to deeply understand the actual level and performance of each student in group cooperative learning and set a "horizontal line" for them;

The second is the process evaluation mechanism. That is, evaluate students' emotions, attitudes and performances in the process of cooperation, organize mutual evaluation among groups and students' self-reflection, so as to affirm their achievements, find out their shortcomings and point out the direction;

The third is the outcome evaluation mechanism. In other words, we should be good at discovering the reasonable part of students' thinking achievements, not demanding perfection, protecting students' enthusiasm and promoting the continuous development and improvement of students' cooperation level. In view of the psychological characteristics of students' competitive spirit, teachers should strengthen two concepts in the process of group cooperative learning and introduce competition mechanism in time to make group cooperative learning more effective and efficient.

On the one hand, we should strengthen the sense of collective honor of "learning groups", on the other hand, we should strengthen the sense of individual honor of "learning members". By selecting the best team leaders and the best team members, students with good foundation must try their best to help other members of the group at the same time, so that students with poor foundation can realize that the success of the group depends on the efforts of each member, turn pressure into motivation, and let the group interact, help each other and encourage each other.