First, the different learning concepts. Cooperative learning emphasizes the division of labor and cooperation among group members, which is mainly reflected in the cooperative learning mode in which students interact in groups. This cooperative learning mode needs leadership and is easy to form primary and secondary classes and members. Learning community is more about collaboration, emphasizing that every member of the group should take the initiative to learn from each other.
The second is the difference of team relationship. Cooperative learning attaches importance to team cooperation and synchronous development, pays more attention to the division of labor and cooperation of members, and emphasizes that each member plays different roles in the group in order to solve problems. Learning community pays more attention to the full play of each individual in the team. Through the cooperation with others and the collision of multiple ideas, we can meet and talk with the object (teaching material), think and produce our own ideas, and get personality development on the basis of our own original.
Third, the importance of learning content is different. Because of the clear division of labor, cooperative learning can be dominated by only one strong person, and other members often do not need much discussion and thinking, and can complete the learning content by doing some auxiliary work. The learning community regards learning activities as a cultural, social and ethical practice through dialogue and communication, emphasizing that "it is not the cooperative relationship in learning, but the knowledge and understanding of cultural content" (Manabu Sato). Therefore, the learning community is more reflected in the full understanding of the learning content.
Fourth, the competition is different. Cooperative learning is embodied in the reward and recognition of the completion of learning content between small group members and groups, with clear purpose and directionality. Learning community emphasizes mutual assistance, mutual help, mutual learning and mutual warmth in cooperation, which is more reflected in the cooperation of members in solving problems. Its purpose is to improve the individual learning ability of each member, not to get positive comments from teachers.
It can be seen that the implementation of "learning community" will contribute to the implementation and perfection of cooperative learning and make cooperative learning present a new "landscape". Around this point, the author made the following attempts and explorations in teaching practice.
U-shaped desk layout-flowers in the corner also have spring.
The arrangement of U-shaped desks completely eliminates the distance between the first desk and the last desk, and students no longer see the back of their peers' heads, but their faces and eyes, which makes classroom learning and communication have a stronger sense of object. The middle paragraph is more conducive for teachers to reach every corner of the classroom quickly, so that teachers can spend more time on the paragraph, and it is also convenient for teachers to listen and pay attention to the learning situation of each student. The classroom presents a kind of equal distance face-to-face love, which embodies the equal attitude of accommodating personality differences. The change of desk layout is not only the change of form, but also the embodiment of teaching concept and educational thought.
Second, two communities-not division of labor but cooperation.
Manabu Sato implements "community teaching" in Japanese primary and secondary schools. Generally, groups are formed by four people, while Professor Lin Wensheng of Taiwan Province Province changed to organize groups by two people in transfer practice. After visiting and studying in Taiwan Province Province, the author thinks that it is easier to operate and the effect is better for two people to cooperate in class. Moreover, community learning does not unilaterally emphasize the heterogeneity in grouping. The "paired" cooperation of peer support groups is the basic unit of in-depth dialogue. At the initial stage of implementation, a combination of "strong", "medium" and "weak" can be formed. In this way, students will have a form of mutual help, and create a reassuring atmosphere when helping each other. When students initially have the habit of cooperation and a certain ability, they can adjust their collocation, and mix and match "strong in the strong", "strong in the strong" and "weak in the weak" according to the students' ability of cooperation and mutual assistance. It is more conducive to the promotion, mutual assistance and complementarity between students with different ability levels. Practice shows that it is easy for two people to whisper when they cooperate, resulting in the closest emotional distance. When two people cooperate, communicate together, stand up and complement each other at the same time, an effective dialogue can be realized, resulting in the effect of "however, I feel the harmonious heartbeat of the sacred unicorn".
Third, learn the common sense of safety-silence is also a reasonable state
Safety is one of the most basic needs of human beings, and it is also the foundation and guarantee for the real development of learning community. In classroom teaching, teachers pay attention to the growth state of each individual. As long as students stand up and express interactively, it is an attitude, as long as it shows that "agreeing with peers' views" is an improvement, and as long as expressing their views in a few words is a pursuit; Teachers encourage and support students' answers, and are not eager to express their own value judgments, which gives students a sense of security and makes them not afraid of expressing mistakes. Even if students are silent for a short time, they should tolerate it, and wait or enlighten them moderately. When we create a kind of interpersonal relationship in which students can turn to their peers for help at any time, so that learning in the classroom can be respected by every student and individual differences can be paid attention to, an atmosphere in which students can study with peace of mind can be formed, and members of the community can be safe, harmonious and harmonious.
Fourth, the power of meditation-spring breeze melts rain and moistens things silently
Learning community not only attaches importance to the cooperation and interaction between couples, but also advocates personal quiet thinking. Because silence is a kind of strength, a positive and serious mentality, and another beautiful scenery in the classroom. The phrase that the author frequently appears in class is "Please don't let me hear your voice." Community learning needs the power of silence, but silence here is not just silence, not silence, but non-interference and cooperation, and cultivate the habit of positive and serious thinking among group partners. In addition, the communication of peers should be quiet, the guidance of teachers should not be hoarse, and they should be eloquent, gentle and gentle, and cultivate elegance and calmness. This silence shows that students are thinking and listening, and they are completely involved in the thinking and thinking state of the classroom. It often leads to the effect of "listening to thunder in silence". In the lesson "Bat and Radar", the author designed a "press conference" link, which was originally noisy, but broke out on the basis of quiet communication, thinking and full understanding of the text. At this time, it's time to "please let me hear your voice".
V. Cooperative strategy-flexible and ingenious creative implementation
1? Communication collision, a flash of inspiration, unlimited creativity. Every student is an independent individual who actively studies, and their diverse ideas are the foundation and pillar of the cooperation and coordination of the community, which are deepened in cooperation and exchange and perfected in mutual collision. Full cooperation will not only make them pursue innovation in understanding, but even produce novel ideas in innovation. For example, in the exercise class of "making up fairy tales and writing fairy tales", the teacher created a situation for students to think: when there was an earthquake, the lovely little pearl came to the animal world to collect money from animals. What will the animals donate? Then, let the students meditate quietly, communicate quietly in pairs, encourage students to have magical imagination, and then each group communicates their ideas with the whole class. Students are active in thinking, and many novel ideas emerge. After class discussion, the students jumped out of the inherent thinking of "donating money for disaster relief", substituted animal professional knowledge and donated ideas. For example, spiders donate silk thread to suture wounds, which is seamless and painless; Elephants contribute strength, jack up collapsed objects and help the injured; The speed of antelope donation allows victims to cross, jump and rush through obstacles to escape; Pangolin donates caves for homeless people to take refuge. There are flowers, wisdom, courage, happiness and so on. Even donating time to time to go back, donating tinkling cats to stop time. The whimsy of the students is amazing. 2? Discuss, learn from each other's strong points and reach a consensus. Different wisdom of peers has its own bright spots, and the sum of their wisdom is the crystallization of wisdom, forming1+1>; The effect of 2. In the lesson "Xiao Jieyu", the teacher asked the students to independently draw up a subtitle for each of the six chapters on the basis of carefully reading the full text silently, and then the peers exchanged opinions and reached a consensus. Some students with weak generalization ability have some difficulties in grasping the main content of each chapter and drafting subheadings in accurate language. The communication and discussion between peers play a complementary role, which can make the students with uncertain and unclear abilities gradually clear in the communication and discussion, reach a consensus, and be inspired from it, which will help them gradually enhance their generalization and expression ability.
3? Division of labor and cooperation, harmonious learning and continuous improvement. The learning community has a common learning task, and the collaborators are both divided and cooperative. This kind of cooperation, such as symphony, all kinds of musical instruments coexist in harmony and play the most beautiful melody. For example, in the teaching of reading aloud, we should imitate the methods of solo, duet, duet and rotation in singing, and adopt you to read and listen, appreciate and discover in listening; Companions can improve their reading ability and stimulate their emotions in reading, rereading and reading in turn, with good results. Learn the atmosphere of the community home, so that every child has a kind and helpful heart. There is a "star child" named "Mu Mu" in Class Two, Grade Four (we call some autistic and mentally retarded children). She is often absent from class. Every time in the composition class, when the students start writing, she is always so sad that she almost cries: "I can't write!" " At this time, all her deskmates always help and encourage her as much as possible, and even read and write a sentence to her, so patient and tireless, even if she delays her study progress, she has no complaints. In this way, Mu Mu happily wrote a "gobbledygook" that no one could understand, and then happily raised his hand. Although no one in the class understood the fragments she read, everyone gave warm applause. Anyone who knows students knows that it is far more important for Mu Mu to experience the fun and success of "learning together" than to write an article. Students in Jiang Mumu find a sense of self-confidence and recognition in the classroom by experiencing the joy of learning together, and gradually improve themselves through the accumulation of some successful experiences. Peer learning makes introverted, lack of self-confidence and inattentive students return to the classroom. They can experience the help of their peers and integrate self-confidence in happiness and challenge success. This internal driving force drives them to really start meaningful learning.
4? Think independently, share with each other, and integrate both sides. Learning community not only encourages students to think independently, but also requires students to share their learning results with each other after completing the learning list. This is a two-sided learning strategy. The reason why independent thinking is advocated is mainly to avoid the dependent thinking and lazy thinking among peers that are common in cooperative learning, because that will weaken the initiative and ability of students to think independently; On the other hand, emphasizing the premise of independent thinking is helpful for students to form their own unique ideas and viewpoints, activate divergent thinking and sprout various ideas, thus improving the level of cooperation, sharing, communication and discussion. Sharing with each other is conducive to mutual appreciation, mutual understanding, mutual inspiration, mutual evaluation and mutual supplement, and gradually form a consensus, thus cultivating students' good thinking quality of criticism, discrimination, learning and reference.
In a word, learning community originates from cooperative learning, but it is superior to cooperative learning, and it is the development of cooperative learning to a higher level. The classroom teaching of learning community is simple but not simple, the teaching process is random but not random, the teaching content is extensive but not rough, and the teaching effect is improved but not elevated. This requires teachers to give up the concept of pursuing self-improvement in traditional teaching, really return the classroom to students, learn to give students the task of mutual assistance and cooperation in the process of learning the community, give students time for independent study and sufficient time for community communication, effectively guide students to develop good habits of active exchange and cooperation, quiet discussion and interaction, be good at starting with details, create a safe exchange and learning atmosphere, cultivate students' cooperative learning ability, and promote students' common development in mutual warmth and mutual assistance.
(Author: No.4 Primary School Affiliated to Fuzhou Education College, Fujian Province)