First, the theory and significance of cooperative interactive learning
Under the background of basic education curriculum reform, the teaching concept of "cooperation and interaction, let students develop independently" has more sufficient theoretical basis and far-reaching practical significance.
(A) the theoretical basis of the problem
Comenius once pointed out that anyone who "forces children to study will do them great harm". We "should stimulate children's thirst for knowledge and learning in all possible ways". Coincidentally, Dewey also criticized this kind of teaching that puts students in a passive position. He further proposed that the teaching method of teachers' speaking and students' listening should be changed into the teaching method of teachers and students' common activities and experiences. At present, English teaching in primary and secondary schools in China is just under the restrictive measures such as blunt indoctrination and compulsory test scores. Students are not only not interested in learning, but even very bitter and tired. This kind of learning is undoubtedly inefficient, which leads to the polarization of junior high school English learning prematurely. The only way to change this passive situation is to change the passive learning situation of students and let them study independently and pursue actively. So, what kind of teaching can make students learn independently with a positive attitude? The author believes that a tolerant and relatively free classroom environment, a teaching atmosphere of equality and inquiry between teachers and students, and a teacher-student relationship of mutual assistance and democracy can enable students to form a classroom teaching environment of autonomous learning.
(2) The practical significance of the problem.
1. Cooperative interactive learning enables students to learn to learn and explore. The cooperative and interactive learning mode highlights the students' dominant position and frees them from the feeling of being forced to instill and negative emotional experience. On the contrary, students feel that they are respected in the classroom and will always experience the sense of success brought by learning, which is the premise of their independent interaction. In the process of cooperative and interactive learning, students first read textbooks according to the learning objectives and requirements, and then think about problems, explore knowledge, and clarify the important and difficult points; Then read carefully to understand the content accurately and completely; Finally, concentrate on reading, highlight key points, break through difficulties, summarize and sort out, and form a knowledge system. Therefore, cooperative interactive learning gives full play to students' autonomy and enthusiasm, enables students to actively discover problems, study problems and explore knowledge, and cultivates students' learning methods and inquiry ability.
2. Cooperative and interactive learning enables students to unite and help each other and develop together. Cooperative interactive learning highlights the teaching forms of students' autonomous learning, group discussion and inter-group communication. Pay attention to the overall progress of a group, make teaching activities become multilateral and multi-directional information transmission activities among teachers, students, teaching materials and environment, highlight the interaction among students, and make students' personal goals and group goals interrelated, thus forming a good interpersonal atmosphere of mutual assistance, mutual encouragement, mutual love and respect among students, cultivating the spirit of unity and mutual assistance among students, and developing their positive, democratic and scientific psychological quality. This way will greatly improve students' listening and speaking ability, interpersonal skills and sense of cooperation, thus improving students' English quality in an all-round way. In cooperative and interactive learning, team members must understand each other, trust each other, communicate frequently, help and support each other, and properly solve various contradictions that may arise, so that students can establish a harmonious and friendly close partnership.
3. Cooperative and interactive learning will make teachers reap the success of teaching. The key factors for the success of English teaching are students' positive learning emotion and continuous learning interest. The cooperative and interactive learning mode just requires teachers to treat and respect every student in the classroom, start teaching around their problems, and establish an atmosphere of mutual encouragement and help. In this process, teachers can easily integrate themselves with students, create a relaxed and happy classroom atmosphere for students, and let students enjoy learning and learning. More importantly, what students get from teachers in class is always what they want. In this class, the process of cooperation and interaction between teachers and students is actually a process of mutual encouragement, cooperation, finding problems and solving problems. In this way, it is easy to mobilize the enthusiasm of students in all directions, realize the interaction and mutual promotion between teachers and students, learn from each other's teaching, and reap the success of teaching.
Second, the division of cooperative interactive learning groups should be reasonable.
English learning is a cooperative and interactive learning process, and the quality and quantity of students' cooperative learning will greatly affect their growth and development speed. Therefore, the division of cooperative and interactive learning groups should be reasonable and scientific, which is not only beneficial to students' physical and mental development, but also a prerequisite for students' success in learning.
1, division principle of cooperative interactive learning groups. To carry out effective group cooperation and interaction, no matter how many members there are, we must follow the following principles: homogeneity among groups and heterogeneity within groups. There are differences in gender, personality, academic performance and learning ability among group members. Intra-group heterogeneity makes it possible for members of the group to help each other, so that each student can see his own progress and shortcomings and set his own goals in the new semester, while inter-group heterogeneity lays the foundation for fair competition among groups in the class. Of course, it is necessary to explain to the students that cooperation and interaction is not about making friends or entertainment, but about completing the learning task through agreement, and to warn each member of the group to devote himself wholeheartedly and participate in the whole process.
2. The formation of cooperative interactive learning groups. The information trend of real cooperation and interaction should be multidimensional. That is, from teachers to students, from students to teachers, from students to students, from individuals to groups, from groups to individuals, from individuals to individuals, from groups to groups. In classroom teaching, individual activities, pair activities, group activities and class activities are often used. In the process of cooperation and interaction, oral and written tasks are completed by exchanging information with each other. The success of cooperation and interaction depends on whether the two sides have the motivation to cooperate and the information gap, and cooperate in all aspects to achieve common or respective goals. Each member can obtain useful information through cooperation and consultation to fill the deficiency of their own information knowledge and ability, thus enhancing the fluency of students' language expression and enhancing their cooperative feelings.
There are several basic forms of cooperative interactive learning group: the first one, which is also a common one, is that the same desk is a learning group, which has the advantages of strong randomness and simple operation. The second is a group of four, which can be four people before and after, or two adjacent pairs of deskmates. This form is also conducive to the operation, especially the chain lock answer, which is very effective in consolidating sentence patterns. Third, the table is a group with one vertical line, which is more challenging and complicated in word review. For example, the spelling word interview, S1S2S3 S4 ..................................................................................................................................................... Fourthly, competitive learning is also a cooperative and interactive learning method. Whether it is grouping, horizontal arrangement, vertical arrangement, deskmate, four people or random arrangement, students will actively participate and have high interest.
Third, the learning process of cooperative interactive learning should be effective.
In cooperative interactive learning, the "effectiveness" of teaching strategies is very important. Therefore, cooperation and interaction must know when, where and how to use different teaching strategies, in order to achieve the successful goal of cooperation and interaction, and participate in and complete the real activities and tasks in teaching activities and implement them in the group, and the group members are both divided and cooperative.
1, the classroom teaching design of cooperative interactive learning
Teacher Initiation-Students' Autonomous Learning-Group Discussion-Inter-group Communication
(1) The teacher started. Teachers should properly guide students before teaching new lessons, introduce relevant background knowledge to students before teaching difficult texts, put forward teaching requirements, help students clear the obstacles to learning new knowledge, and provide rich perceptual materials for students to learn new lessons.
(2) Students teach themselves. At the beginning of a new class, teachers should make practical and easy-to-achieve "step-by-step" teaching objectives according to students' psychological and physiological characteristics. When teaching the reading materials of Unit 1, the new target English grade eight, after completing the questionnaire survey, let the students watch a video about robots. Then give some words to the students: the family car will be built with koalas years ago, working less and swimming, maybe the American doctor piano backpack. According to the title of the article, predict which words will appear in the article. Make sentences with these words, and then put forward the learning objectives of this lesson to the students. After clarifying the methods and requirements of self-study, students can find problems, study problems and explore knowledge by themselves, so as to prepare for group discussion, and the difficulty of the text is reduced.
(3) Group discussion-the main body of cooperative interactive learning. On the basis of students' self-study and initial perception, group discussion is started, which is generally controlled at about 6- 10 minutes. The group is generally composed of 4-6 students with different academic qualifications. After the discussion, the group reports the self-study situation, mainly answering the learning objectives and self-study objectives of this lesson, and the members of the group take turns to ask questions; The group leader summed up the problems that each group member encountered in self-study and thinking, discussed them together, and summarized the problems that could not be solved in the group until the group communicated.
(4) Inter-group communication-the key to cooperation and interactive learning. After the group discussion, the whole class communicated with each other. The teacher first invited the mature group representatives to speak and report their understanding of the group knowledge. Other groups supplement, ask questions and evaluate, and then each group puts forward its own difficult questions, which are discussed and answered among the groups. After heated discussion, students have a deeper understanding of the text. In the process of discussion, teachers must do a good job of regulation, so that students' discussion always revolves around the center and theme of the text and highlights key issues; Finally, the teacher lost no time to guide the teachers and students to sum up what they have learned and form a consensus. This will not only enable each student to acquire knowledge actively, but also improve students' self-study ability and various thinking abilities such as analysis, judgment and reasoning. For example, in this class, a group asked: In what ways will a robot help people and families in the future? What will the robot look like? This paper discusses and describes robots of various shapes, predicts their functions with sentence patterns containing will, designs the appearance of future robots, and explains their multifunctional uses. Through guidance, answer and summary, students can acquire and form a complete knowledge system.
(5) Practice evaluation-the guarantee of cooperative and interactive learning. After the communication between groups, the teacher makes a comprehensive, objective and accurate evaluation of each student according to certain evaluation criteria. Classroom practice is a necessary link for students to consolidate their knowledge and an effective means to test the teaching effect. Teachers use the pre-designed exercise questions in time, so that students can practice the test from different knowledge levels and sides. On the basis of students' self-training, let them evaluate, discuss, agree and correct each other. Teachers are not in a hurry to explain the problem of representativeness, but solve it through mutual evaluation between students and teachers and students. And explain to the students that if you understand, you may not be able to explain it clearly to others. It's great to explain it clearly to others.