1 Establish a reasonable cooperative learning group
Group cooperative learning is a teaching activity in which students exchange ideas and learn from each other in discussion. In the current classroom teaching, the most common form of cooperative learning group is naturally divided into four-person groups according to the front and back seats, and the arrangement of seats is often composed of boys and girls according to the order of students' height. Although such grouping makes the development of group cooperative learning easy, the personnel collocation is unreasonable, which is not conducive to the optimal combination, complementary advantages and mutual promotion of students with different characteristics and levels. Therefore, the author thinks that teachers should not stick to cooperative learning between the four groups before and after the seat, but can group students according to their knowledge base, learning ability and personality characteristics, according to their gender and hobbies, or according to the needs of the activity theme. This can not only make students feel fresh, improve their interest in cooperative learning, but also change their long-standing position in fixed-seat groups, provide each student with opportunities for development, and lay the foundation for fair competition among groups in the class.
2 clear responsibilities in cooperative learning
In class, many teachers will ask "everyone in the group to speak in order, and then the group will send representatives to speak" before working in groups. But when the whole class exchanged speeches, many groups did not have representatives to communicate. Why is this happening? Because students are not clear about the division of labor within the group: should representatives be sent? How to send? Who will be sent? These problems reflect that students have not yet formed the habit of division of labor in group cooperative learning with clear responsibilities.
Therefore, in order to make group cooperative learning successful, the division of labor and responsibility among group members is very important. Generally speaking, a four-person team should have four roles: team leader, recorder, reporter and evaluator. The roles in the group can also be rotated. Once the roles are clear, it is not easy to cause a few people to arrange cooperative learning in the group. The author sometimes sets different roles according to the needs of different activities, requiring team members to actively take personal responsibility, but also to support each other and cooperate closely, give play to team spirit and effectively complete the group learning task.
In practical teaching, the author requires a very clear division of labor when assigning students' group cooperative learning tasks, so that each student can know his own tasks and responsibilities, so that each student can listen carefully, speak actively and evaluate objectively on the basis of independent thinking, making this group cooperative learning an effective learning. It can also be found that a clear division of labor within the group can promote students' good cooperative learning habits.
3. Cultivate good cooperative learning habits
Good cooperative learning habits are the guarantee for the success of group cooperative learning. In class, we often see such a scene: as soon as the teacher announces the discussion, the classroom becomes lively, and the students can be grouped as quickly as possible. A closer look shows that cooperative learning is not cooperation, or some groups have evolved into "concentrated learning" for individual students. A few students often say nothing, waiting for the group leader Kan Kan to speak, and everyone hastily ends the so-called "cooperative learning" in excitement; Or, go to the other extreme, you say, I say, everyone is scrambling to say, no one listens to anyone, only expresses their own opinions, so that after the cooperative learning, the whole group can't put forward one or two opinions representing the overall opinions of the group.
So, how to cultivate good cooperative learning habits?
First of all, we should cultivate the habit of thinking. Teachers should give students enough time to think independently before cooperative learning; In the process of cooperative learning, students are provided with sufficient cooperative learning time, so that students can learn in groups on the basis of full operation, inquiry, discussion and communication, so that each student has the opportunity to speak and the time to supplement, correct and debate each other, so that the wisdom, emotion, attitude and ability of students at different levels can be brought into play and improved. This kind of group cooperative learning is fruitful.
Secondly, we should cultivate the habit of active participation, enthusiastic speech and listening to others carefully. In teaching, I try my best to create a democratic, harmonious, relaxed and free learning atmosphere for group cooperative learning, and respect, protect and encourage every student to actively participate in activities. At the same time, the author will participate in group cooperative learning equally, encourage, guide and help the group learning in time, and promote students to form good cooperative habits such as active participation, active speech and careful listening in group cooperative learning.
4. Correctly evaluate the results of group cooperative learning.
Teacher evaluation plays a very important role in encouraging students to participate in activities and improving the quality of cooperative learning. Under normal circumstances, after group cooperative learning, it is often necessary to report and communicate with the whole class in groups. But many times, teachers' evaluation of group cooperative learning often stays on the evaluation of individual exchange students, ignoring the collective evaluation of the groups to which these students belong. Teachers seldom evaluate students' learning attitude, learning habits, participation, innovative consciousness and practical ability, especially those students who are introverted and seldom talk. This unfair and incomplete evaluation can easily dampen students' enthusiasm and initiative in cooperative learning.
Therefore, the author believes that teacher evaluation must be stimulating, targeted, instructive and comprehensive. We should attach importance to the combination of individual evaluation and group collective evaluation, pay more attention to the evaluation of students' cooperative attitude, methods and participation in the learning process, pay more attention to students' listening, communication and cooperation, and give full affirmation and vivid and interesting rewards to outstanding groups and individuals in time. In teaching, the author often judges the best group, or encourages all members to take the initiative to take responsibility in the form of "group spokesman", which makes the group interact, help each other, encourage each other and make progress, strengthens students' sense of cooperation and comprehensively improves students' comprehensive quality.
How to carry out group cooperation project planning in history teaching The new curriculum standard points out that hands-on practice, independent exploration and cooperative exchange learning are one of the important ways to learn mathematics. Group cooperative learning is a diversified teaching organization form with rich connotations, which is beneficial to students' active participation. Through effective group cooperative learning, it can blossom and bear fruit among group members.
How to effectively carry out the new course of group cooperation in history class makes the moral class present a variety of learning methods, and group cooperation learning is one of the important learning methods. Group cooperative learning is a teaching organization form which takes cooperative learning group as the basic form and group achievement as the evaluation standard to jointly achieve teaching objectives. Using group cooperative learning in class can promote students' learning.
How to give full play to the role of the new course of group cooperation in history teaching, and make the moral education classroom present a variety of learning methods, and group cooperation learning is one of the important learning methods. Group cooperative learning is a teaching organization form which takes cooperative learning group as the basic form and group achievement as the evaluation standard to jointly achieve teaching objectives. Using group cooperative learning in class can improve the frequency and efficiency of students' learning, communication and expression, which is conducive to cultivating students' cooperative spirit and cultivating students' interpersonal communication and problem-solving ability. Then, how to carry out group cooperative learning in junior high school history classroom teaching?
1 Establish a reasonable cooperative learning group
Group cooperative learning is a teaching activity in which students exchange ideas and learn from each other in discussion. In the current classroom teaching, the most common form of cooperative learning group is naturally divided into four-person groups according to the front and back seats, and the arrangement of seats is often composed of boys and girls according to the order of students' height. Although such grouping makes the development of group cooperative learning easy, the personnel collocation is unreasonable, which is not conducive to the optimal combination, complementary advantages and mutual promotion of students with different characteristics and levels. Therefore, the author thinks that teachers should not stick to cooperative learning between the four groups before and after the seat, but can group students according to their knowledge base, learning ability and personality characteristics, according to their gender and hobbies, or according to the needs of the activity theme. This can not only make students feel fresh, improve their interest in cooperative learning, but also change their long-standing position in fixed-seat groups, provide each student with opportunities for development, and lay the foundation for fair competition among groups in the class.
How to use group cooperation to explore how to make students move 1 in history class and choose open questions,
2. Make preparations in advance so that students have a certain information background.
3. Make rules to ensure everyone's right to speak.
4. The group must reach a conclusion and reach an agreement; If no agreement can be reached, a majority opinion shall be formed, with different opinions attached.
How to set "suspense" in history teaching? Whenever the story develops to a critical moment of intense tension or conflict, the sudden phrase "If you want to know what will happen next time" will arouse your appetite and force you to continue listening. This method has been used in China's classical novels for a long time, and it is called "suspense" setting. Similarly, setting suspense in classroom teaching can also concentrate students' attention and stimulate their desire to explore knowledge.
On how to integrate emotion into history teaching. I think it's very important for a history professor to be emotional, but if you are a teacher, don't be too subjective. Everyone has the right to bring or even express their unique views on historical events. There is no absolute thing. Of course, I think that as a history teacher in China, I am allowed to advocate some competent judgments on historical events and figures in patriotic education.
How to apply group cooperative learning to middle school history classroom teaching? Before each group activity, teachers should clearly put forward the contents and objectives of the activity and the methods to complete the task, so that students can know that group cooperation needs tasks, and then the group leader can reasonably divide the work and organize members to discuss, communicate, operate and explore activities in an orderly manner. This avoids the blindness of students' talking nonsense and group cooperative learning.
How to point out that hands-on practice, independent exploration and cooperative exchange learning are one of the important ways to learn mathematics in the new curriculum standard of group independent cooperative learning in history teaching? Group cooperative learning is a diversified teaching organization form with rich connotations, which is beneficial to students' active participation. Through effective group cooperative learning, it can blossom and bear fruit among group members. It not only contains the learning atmosphere, so that group members can encourage and promote each other, but also can improve students' learning efficiency and cultivate the spirit of cooperation in learning. More importantly, it can stimulate students' interest in learning and is conducive to the cultivation of innovative consciousness and practical ability. Below, the author talks about some experiences on how to effectively carry out group cooperative learning in primary school mathematics classroom teaching.
First, careful organization.
Group cooperative learning is a learning method in the new curriculum classroom teaching. It breaks the bondage of all students facing the blackboard and teachers giving lectures and listening in traditional teaching methods. Instead, several students sit together and study, communicate, practice and operate face to face. Through long-term teaching practice, I realize that this learning method not only conforms to the psychological characteristics of primary school students, but also has a certain supervisory role for every cooperative member of the study group. Therefore, students are willing to accept and participate with great enthusiasm. However, because primary school students are young, active, poor in self-control and poor in organization, the class will be chaotic and will follow blindly, and they can't really agree or disagree with different opinions and viewpoints in the group, nor can they absorb effective ingredients to correct their self-views. This kind of group cooperative learning can not solve the problem, but virtually deprives students of the opportunity to think independently and learn independently, which runs counter to the true meaning of cooperative learning. Therefore, organizing well is an important prerequisite for effective group cooperative learning. My practice is to divide the students in the class into one group according to gender, personality, learning situation and classroom performance. There are students at all levels in each group, and the group leader changes in turn every Monday, which is conducive to cultivating students' sense of responsibility and cooperation. The group leader organizes and divides the activities of the group members, and speaks in order, so that the students who don't like to talk can speak and talk as much as possible. When one person speaks, ask other members to listen carefully, and then express their views after others have finished speaking. After a period of training, the group cooperative learning in our class can basically go smoothly.
Second, clear requirements
Before each group activity, the teacher should clearly put forward the content and objectives of the activity and the methods to complete the task, so that students can know that group cooperation requires tasks, and then the group leader can reasonably divide the work and organize the group members to carry out discussion, communication, hands-on operation and inquiry activities in an orderly manner. This avoids the blindness of students' nonsense and group cooperative learning, fully embodies the effectiveness of group cooperative learning, and also enables those timid and passive students with learning difficulties to actively participate in learning and fully experience their own value. For example, in the teaching of the fifth-grade textbook "Area of Triangle" published by People's Education Press (before class, each student is required to prepare two right triangles, two acute triangles and two obtuse triangles with the same shape and size), before homework, I suggested: "Please take out three sets of triangle figures and spell them by hand. Can you make a learned figure with two triangles in each group and then talk to the students in each group? " Another example is the example on page 9 1 of the curriculum standard for the second grade of the People's Education Edition, which asks us how to reasonably arrange the students of four classes in the second grade of Nanrui Primary School to go to Bird Island for a spring outing by boat. First, I let the students read the topic by themselves. After the students understood the meaning of the topic, I put forward the requirement of group cooperation: each group selected one student to take notes, and other students designed the best boat plan for the second grade students of Nanrui Primary School as required, and then filled out the boat plan, and then evaluated it in the group to see if everyone's design met the requirements of the topic, so that students could carry out group cooperative learning activities purposefully.
Third, the preferred content
How to make group cooperative learning a mere formality and really play a role in promoting students' development? I think it is very important to choose the content of cooperation activities and determine the topics for discussion. This requires our teachers to study the teaching materials carefully, grasp the key and difficult points of this class, and deeply understand the students' life reality. For example, when teaching "multiplication by writing" in the second volume of the third grade textbook, after evaluating the performance of several students, on the basis of a certain perceptual knowledge, the group discussed: "What should be paid attention to in multiplication by writing?" At this time, each member of the group will discuss and communicate from different angles, which can complement each other and let students summarize the laws of calculation and multiplication through words. This is the knowledge that students consciously acquire, so they will remember it deeply. For those open exercises, students will communicate in groups after thinking independently. I studied area units in middle school. When measuring the area of the school basketball court, I give full play to the role of group cooperative learning, so that each group can independently determine the area to be measured. Some students in the group record, measure, supervise and report the measured length. Team members cooperate, so that students can feel the fun of cooperative learning with others. On the other hand, in classroom teaching, we should also pay attention to the impact point of students' thinking and discuss it. For example, how much iron does a cylindrical barrel need in real life when learning Unit 2 "Surface area of a cylinder" in the first volume of the sixth grade textbook published by People's Education Press? To ask this question, I asked the students to discuss in groups: "How many faces should I count? Why? " Through discussion, let students really understand some problems in real life application, calculate the surface area of cylinder reasonably and flexibly according to the actual situation, and let students feel the close connection between mathematics and real life.
Fourth, timely guidance.
In group cooperative learning activities, teachers should patrol and give timely guidance to the problems in the activities. For example, some students in the group are not active enough, some students are not friendly enough to cooperate, some students are too timid to speak, and some students argue with others when they encounter different views from themselves. At this time, I will give specific guidance and teach them how to communicate with others: "Be friendly when talking to classmates. If you meet someone with different views, you can say so, I think so ... or I'll add it for you ... "In order to cultivate students' friendly cooperation, I plan to arrange some targeted training in the activity, such as using a small stick when using" oral calculation and addition calculation "in the first grade of the curriculum standard textbook of People's Education Edition. However, there are also individual student groups vying for it. These collective activities are not only disorderly but also slow to complete tasks. At this time, I asked, "Why?" ? Let the students discuss, and let the good group talk about how they did it. Through such education, students can cultivate the quality of friendly cooperation with others.
Verb (abbreviation of verb) summary and evaluation
After each group cooperative learning activity, teachers should summarize and evaluate it in time. On the one hand, the activities of the group are evaluated, mainly from the aspects of students' cooperative attitude and participation and cooperation methods in the learning process. On the other hand, it is to summarize the situation of group learning, let students report the results of group discussion, expand group discussion to class communication, let students ask questions to each other, and let students give full play to their thinking in thinking and exploration. The purpose is to let each student know his performance in group activities. At the same time, compare the activities between groups to see which group has the best activities and which group has the most active and harmonious students. In particular, we should pay more attention to whether students with learning difficulties actively participate in activities, so that the group leader can have more opportunities to give them a speech. Give full affirmation and vivid and interesting rewards to groups and individuals who perform well in time, such as "little red flowers, golden apples, stars of wisdom, etc." Cultivate students' team spirit.
In a word, "group cooperative learning" promotes emotional communication among students, helping each other, learning from each other, improving and developing together.
The new curriculum standard points out that hands-on practice, independent exploration and cooperative exchange learning are one of the important ways to learn mathematics. Group cooperative learning is a diversified teaching organization form with rich connotations, which is beneficial to students' active participation. Through effective group cooperative learning, it can blossom and bear fruit among group members. It not only contains the learning atmosphere, so that group members can encourage and promote each other, but also can improve students' learning efficiency and cultivate the spirit of cooperation in learning. More importantly, it can stimulate students' interest in learning and is conducive to the cultivation of innovative consciousness and practical ability. Below, the author talks about some experiences on how to effectively carry out group cooperative learning in primary school mathematics classroom teaching.
First, careful organization.
Group cooperative learning is a learning method in the new curriculum classroom teaching. It breaks the bondage of all students facing the blackboard and teachers giving lectures and listening in traditional teaching methods. Instead, several students sit together and study, communicate, practice and operate face to face. Through long-term teaching practice, I realize that this learning method not only conforms to the psychological characteristics of primary school students, but also has a certain supervisory role for every cooperative member of the study group. Therefore, students are willing to accept and participate with great enthusiasm. However, because primary school students are young, active, poor in self-control and poor in organization, the classroom will be chaotic and follow blindly, and they can't really agree or disagree with different opinions and viewpoints in the group, nor can they absorb effective ingredients to correct their self-views. This kind of group cooperative learning can not solve the problem, but virtually deprives students of the opportunity to think independently and learn independently, which runs counter to the true meaning of cooperative learning. Therefore, organizing well is an important prerequisite for effective group cooperative learning. My practice is to divide the students in the class into one group according to gender, personality, learning situation and classroom performance. There are students at all levels in each group, and the group leader changes in turn every Monday, which is conducive to cultivating students' sense of responsibility and cooperation. The group leader organizes and divides the activities of the group members, and speaks in order, so that the students who don't like to talk can speak and talk as much as possible. When one person speaks, ask other members to listen carefully, and then express their views after others have finished speaking. After a period of training, the group cooperative learning in our class can basically go smoothly.
Second, clear requirements
Before each group activity, the teacher should clearly put forward the content and objectives of the activity and the methods to complete the task, so that students can know that group cooperation requires tasks, and then the group leader can reasonably divide the work and organize the group members to carry out discussion, communication, hands-on operation and inquiry activities in an orderly manner. This avoids the blindness of students' nonsense and group cooperative learning, fully embodies the effectiveness of group cooperative learning, and also enables those timid and passive students with learning difficulties to actively participate in learning and fully experience their own value. For example, in the teaching of the fifth-grade textbook "Area of Triangle" published by People's Education Press (before class, each student is required to prepare two right triangles, two acute triangles and two obtuse triangles with the same shape and size), before homework, I suggested: "Please take out three sets of triangle figures and spell them by hand. Can you make a learned figure with two triangles in each group and then talk to the students in each group? " Another example is the example on page 9 1 of the curriculum standard for the second grade of the People's Education Edition, which asks us how to reasonably arrange the students of four classes in the second grade of Nanrui Primary School to go to Bird Island for a spring outing by boat. First, I let the students read the topic by themselves. After the students understood the meaning of the topic, I put forward the requirement of group cooperation: each group selected one student to take notes, and other students designed the best boat plan for the second grade students of Nanrui Primary School as required, and then filled out the boat plan, and then evaluated it in the group to see if everyone's design met the requirements of the topic, so that students could carry out group cooperative learning activities purposefully.
Third, the preferred content
How to make group cooperative learning a mere formality and really play a role in promoting students' development? I think it is very important to choose the content of cooperation activities and determine the topics for discussion. This requires our teachers to study the teaching materials carefully, grasp the key and difficult points of this class, and deeply understand the students' life reality. For example, when teaching "multiplication by writing" in the second volume of the third grade textbook, after evaluating the performance of several students, on the basis of a certain perceptual knowledge, the group discussed: "What should be paid attention to in multiplication by writing?" At this time, each member of the group will discuss and communicate from different angles, which can complement each other and let students summarize the laws of calculation and multiplication through words. This is the knowledge that students consciously acquire, so they will remember it deeply. For those open exercises, students will communicate in groups after thinking independently. I studied area units in middle school. When measuring the area of the school basketball court, I give full play to the role of group cooperative learning, so that each group can independently determine the area to be measured. Some students in the group record, measure, supervise and report the measured length. Team members cooperate, so that students can feel the fun of cooperative learning with others. On the other hand, in classroom teaching, we should also pay attention to the impact point of students' thinking and discuss it. For example, how much iron does a cylindrical barrel need in real life when learning Unit 2 "Surface area of a cylinder" in the first volume of the sixth grade textbook published by People's Education Press? To ask this question, I asked the students to discuss in groups: "How many faces should I count? Why? " Through discussion, let students really understand some problems in real life application, calculate the surface area of cylinder reasonably and flexibly according to the actual situation, and let students feel the close connection between mathematics and real life.
Fourth, timely guidance.
In group cooperative learning activities, teachers should patrol and give timely guidance to the problems in the activities. For example, some students in the group are not active enough, some students are not friendly enough to cooperate, some students are too timid to speak, and some students argue with others when they encounter different views from themselves. At this time, I will give specific guidance and teach them how to communicate with others: "Be friendly when talking to classmates. If you meet someone with different views, you can say so, I think so ... or I'll add it for you ... "In order to cultivate students' friendly cooperation, I plan to arrange some targeted training in the activity, such as using a small stick when using" oral calculation and addition calculation "in the first grade of the curriculum standard textbook of People's Education Edition. However, there are also individual student groups vying for it. These collective activities are not only disorderly but also slow to complete tasks. At this time, I asked, "Why?" ? Let the students discuss, and let the good group talk about how they did it. Through such education, students can cultivate the quality of friendly cooperation with others.
Verb (abbreviation of verb) summary and evaluation
After each group cooperative learning activity, teachers should summarize and evaluate it in time. On the one hand, the activities of the group are evaluated, mainly from the aspects of students' cooperative attitude and participation and cooperation methods in the learning process. On the other hand, it is to summarize the situation of group learning, let students report the results of group discussion, expand group discussion to class communication, let students ask questions to each other, and let students give full play to their thinking in thinking and exploration. The purpose is to let each student know his performance in group activities. At the same time, compare the activities between groups to see which group has the best activities and which group has the most active and harmonious students. In particular, we should pay more attention to whether students with learning difficulties actively participate in activities, so that the group leader can have more opportunities to give them a speech. Give full affirmation and vivid and interesting rewards to groups and individuals who perform well in time, such as "little red flowers, golden apples, stars of wisdom, etc." Cultivate students' team spirit.
What are the teaching strategies of cooperative learning in history class? In the cooperative learning of history class, students can form a good learning atmosphere through group discussion and promote students to learn more actively. Historical cooperative learning can not only stimulate students' motivation to learn history, but also provide a platform for students to participate in cooperative learning. This paper discusses the significance of cooperative learning of history, analyzes the problems existing in current cooperative learning of history, and puts forward some rectification measures, which have positive reference significance for current history teaching.