The activity of reading and studying continues. This time, I chose the book "Challenges for Schools to Create Learning Communities" written by Professor Sato of Tokyo University. This book introduces the changes and progress of modern teaching in Japan. Let educators realize the truth, goodness and beauty of learning community from classic classroom cases.

If you think that the classroom is like this, the desks and chairs are lined up in front of the blackboard and the podium, the teacher focuses on the textbook, explains it with blackboard and chalk, and the teacher asks questions and answers students, then you are behind the times. In 1970s, a "quiet revolution" was launched around the world. The classroom changed from "synchronous teaching" to "cooperative learning". In China, these changes are usually carried out with the support of the government's education policy. However, the author believes that instead of promoting unified reform with the help of educational policies, it is better to promote classroom reform into a "quiet revolution" with the help of teachers' spontaneous and creative challenges. After reading this book, you will find that "cooperative learning" is not far from us.

First, "cooperative learning" as a reciprocal learning.

The word "cooperative learning" can be said to be familiar to everyone. However, when reading the book "The Challenge of Creating a Learning Community in Schools", a case told by Professor Sato made me deeply understand the true meaning and implementation method of cooperative learning. "In the classroom, taciturn intellectual and Xing Zi with low learning ability were assigned to the same group of cooperative classes. Xing Zi expected to support the taciturn intellectual with his own strength, and changed the situation of low academic ability in just ten minutes; In order to repay Xing Zi's kindness, Kochi answered Xing Zi's question in a soft voice, and together with the help of two girls in the same group, they formed a beautiful cooperative classroom. The author has repeatedly reiterated that students with low academic ability are not little by little changes, but rapid success. This sentence doesn't sound true, but it can be seen from the changes in Xing Zi's learning style that cooperative learning has provided abundant preparation for this opportunity.

Second, the "cooperative learning" in the lower grades of primary schools

Recently, I went to Grade One and attended two lectures. I was particularly impressed by cooperative learning. Students don't know how to cooperate and don't want to communicate with each other, and the results of communication can't achieve the expected results. After watching "cooperative learning" in the lower grades of primary school, I suddenly realized that I finally understood what my problem was. Primary school (above grade three), junior high school and senior high school should actively carry out group learning, but the first and second grades of primary school can not be implemented. "Cooperative learning" in the lower grades of primary schools should involve all children and teachers systematically. For junior children, what is needed is personal contact with the teacher. Only when children in lower grades get stable personal contact from teachers can they gradually develop concern for their partners' learning and have the awareness of communicating with them.

Third, "cooperative learning" overcomes the low academic ability.

There are some problems needing attention in the implementation of "cooperative learning". First, children with low learning ability almost want to study alone. In fact, they need to cooperate with their partners, but they hate relying on their classmates. They always want to get out of trouble independently, but they are often frustrated. The teacher's answer is also problematic, and the teacher answers their questions with questions. The more so, the more passively they wait for teachers and classmates to "teach me" and lose the ability to actively seek classmates' help to get out of trouble. After reading this, I was deeply inspired. In my teaching class, I pay more attention to each student's participation in the cooperative learning process. Some cautious students still play the role of listeners in the group. How to make every student participate in the group discussion, I think teachers need subtle one-on-one guidance and some small measures to promote every student to actively participate in the group discussion. In the teaching process, cooperative learning is very necessary. Each student in the group has different thinking angles, and it is more conducive to challenging learning to summarize different methods or viewpoints through exchanges and discussions.

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