First, create a situation to awaken the sense of cooperation.
In daily life, many students don't realize the importance of cooperation. Influenced by personal utilitarianism, they would rather do things by themselves than cooperate with others. The reason is that these students can't see the superiority of cooperation. They only know 1+ 1=2, but they don't know that it happens to be1+1> The truth of 2. In teaching, teachers should use a variety of teaching methods to attract students and awaken the sense of cooperation.
For example, when teaching the seventh volume of Learn to Cooperate, in order to fully attract students' attention and stimulate their interest, I first made video clips of various cooperation scenes into courseware for students to see, so that students can find that these seemingly unrelated scenes actually have some common characteristics, that is, cooperation. Then the whole class is divided into two groups, the Flying Tigers and the Eagle Team. Let's play a quiz game to see which team cooperates well. The rule of the game is that each team sends two players to participate in the game. Two contestants stand face to face, and one student is in charge of the quiz. Another student looks at the words prompted by the teacher and tells the other person the meaning of the words as clearly as possible through action, language and expression. If you find the words difficult to guess, you can let them "pass" and the rest of the students are cheerleaders. During the competition, the students were in high spirits. The two students of "Eagle Team" cooperated tacitly and guessed repeatedly, while the two students of "Flying Tigers" blamed each other without guessing the first word. As a result, they only guessed two correctly, and of course they lost. After the game, I asked, "Why did the Eagles win?" The students said in unison, "They cooperated well." Obviously, under the situation created by the teacher, students' desire for cooperation has been stimulated and their sense of cooperation has been cultivated.
Second, create opportunities and experience cooperation and happiness.
The key to cultivating cooperative spirit is to cultivate students' cooperative consciousness. After students have a sense of cooperation, we should create as many cooperative situations for students as possible, give them opportunities to cooperate and let them experience the happiness of cooperation.
For example, in a competition for making "I love China newspaper clippings", I allowed my classmates to choose to make their own newspaper clippings or cooperate with them. As a result, they found that cooperative newspaper clipping not only saved trouble, but also had high quality. Those who can draw pictures specialize in beautifying the layout, designing the layout, and those who can write beautiful words specialize in collecting text materials and copying. In the process of cooperation, each student can do his or her job according to his or her own characteristics, and enjoy it, so that those students who originally planned to finish newspaper clipping independently are also infected and realize their weakness-less content and not wonderful, so they join the ranks of cooperative newspaper clipping one after another.
For another example, in learning, cooperative learning groups can be set up. Group cooperative learning makes students feel that knowledge comes not only from teachers, but also from books, from cooperation and communication between classmates. For example, if a class performs a "textbook drama" and a "June 1" literary performance, students can find their own classmates with similar interests and specialties to co-arrange. When their programs are recognized by teachers and classmates, the pride of successful cooperation will inspire him to hope to cooperate with others again.
Third, combine practice and cultivate cooperation ability.
The level of cooperation ability directly affects the cooperation effect, and students' cooperation ability can be combined with reality, focusing on small things and starting from small things. On duty is the best way to cultivate students' cooperative ability.
I remember that when we were on duty in the third day of our class, there were always seven or eight students grabbing mops and rags, then sweeping around in the same place with brooms, fighting and wiping the east and west with rags, which was extremely inefficient. In order to cultivate students' cooperative ability and improve work efficiency, I train in three stages. The first stage is to define the division of labor and perform their duties. Arrange the most capable team leader to be on duty, sweep the floor, mop the floor, clean the blackboard and move the tables and chairs. The responsibility lies with people. Everyone cleans the snow in front of the door. In this way, the efficiency of doing duty has improved a lot, but there are also some problems. Because of the uneven division of labor, I don't help when I finish, and I grab things when I see others playing. Then there is the second stage of training: overall arrangement and mutual help. That is, one person sweeps the floor and the other person helps him move the tables and chairs. The sweeper immediately mopped the floor, and the blackboard eraser helped to carry water and take out the garbage. There are no "idle people" in the duty group. People who finish helping are happy and efficient, but they need the supervision of teachers and team leaders. In order to reach the third level-conscious cooperation stage, at the beginning of duty, everyone is busy without being called by the team leader, forming a tacit understanding in the group, "everyone has something to do all the time." In everyone's mind, it took less than 15 minutes to clean the classroom. After a period of training, this cooperation ability.
Fourthly, the methods to improve efficiency are given.
It is the key to cultivate students' good cooperative spirit to teach students the correct cooperative methods and improve the efficiency of cooperation. Therefore, we should correctly handle the following three relations. (1) It is necessary to educate students to straighten their positions, so that there will be light and heat. Be clear about your position in the group. As a leader, you should assign tasks according to the actual situation of students, foster strengths and avoid weaknesses, fully mobilize students' enthusiasm and creativity, and give full play to each student's advantages. As cooperative members, we should take the overall situation into consideration, put collective interests first, and try our best to cooperate with our partners. (2) It is necessary to educate students to straighten out the relationship between individuals and collectives, have a certain spirit of sacrifice, and be willing to be a ladder when necessary. When personal interests conflict with the collective in cooperation, we must never destroy the whole cooperation because of our own selfish interests. (3) We should also educate students to straighten out the relationship between cooperation and competition and avoid internal wrangling. Everything should focus on the overall situation, stop unfair competition among cooperative members in time, and avoid bad signs such as "strength, jealousy and suspicion".
Expanding reading: how to cultivate students' ability of independent cooperation and inquiry learning
The new curriculum attaches great importance to the change of students' learning style. Autonomy, cooperation and inquiry learning are "new learning methods" actively advocated by the new curriculum standards. To say it is new is relative to the traditional receptive learning method. In the process of receptive learning, the content of learning is presented directly in the form of conclusions, and students are the recipients of knowledge. In science teaching, I attach great importance to creating problem situations and try my best to guide students to explore and solve problems together. However, it is sometimes difficult to arouse students' enthusiasm for inquiry. How to turn "I want to explore" into "I want to explore" is a problem that I have been trying to think about. Inadvertently, an unplanned inquiry class gave me a real taste of "inquiry class".
Last class, we used the "inquiry" learning method to learn the external conditions that affect seed germination. My class is designed like this: First, I created a question scenario "What conditions do seeds need to germinate?" Let the students find and ask questions, and then make "assumptions" according to the questions asked by the students. According to the "hypothesis", the experimental scheme was designed to test the external conditions affecting seed germination, and students were arranged to do experiments in their spare time. However, it takes a week for the seeds to germinate. A week later, I intend to invite my classmates to show their experimental works and talk about the conclusions drawn from the experiments and the observed process of seed germination.
The students' expressions are very consistent. It also fully affirmed the performance of this classmate and encouraged other students to show their works.
The second student came up to speak, holding two large coke bottles (the upper part of which has been cut off): "I put this coke bottle in the refrigerator, and the other one in the kitchen, where three seeds germinated, the other six seeds did not germinate, and one in the refrigerator did not germinate." Through comparison, it can be concluded that the germination of seeds should have a certain temperature, the temperature should not be too low, and there should be water and oxygen. " At the same time, I also saw that seed germination is to grow roots first, then stems and leaves. "
The students are actively discussing that their experiments are similar to those of the above two students. I think this exploration can draw a conclusion that the external conditions of seed germination should have sufficient water, oxygen and suitable temperature.