1. Scientifically set up cooperative learning groups. In order to give full play to the advantages of individual students and study groups, the whole class is divided into study groups according to the principle of "heterogeneity within groups, homogeneity among groups" and reasonable collocation according to gender ratio, interest tendency, learning level, communication ability and discipline, that is, the members of each group have three levels of students, which must be roughly equal. This is not only conducive to fair competition among groups, but also to mutual assistance among group members. Lay a solid foundation for future group cooperative learning. Generally speaking, 4-6 people in each group should sit around in a rectangular shape, so that students can have face-to-face group discussions after being inspired and guided.
2. The division of labor among team members should be clear: different division of labor should be carried out according to each person's specialty. Students who are good at organizing activities are group leaders; Students who are good at recording are sound engineers; Students who are good at expressing themselves are the spokespersons of the center. In order to make every student get exercise, the speaker rotates regularly and everyone has the opportunity to speak. After the main speaker's speech, if there is any omission, the center spokesman can add it.
3. Play the role of group leader. After the establishment of the study group, teachers should choose students with strong ability, good grades, good expression and responsibility as the group leader. Team leader is very important. Teachers should constantly train group leaders, teach their management methods, establish their prestige, mobilize students' enthusiasm with praise and encouragement, and promote the success of group cooperative learning. The training of team leaders can be divided into two forms: centralized training and decentralized assistance. Group training is to call all the group leaders in the class to hold a special meeting to explain the behavior conditions of the group leaders in detail, especially to clarify the specific functions of the group leaders, cultivate their sense of responsibility and establish their self-confidence. Let the team leader know what needs to be done. For example, supervise and inspect the completion of the learning tasks of the team members; Organize this group of students to actively exchange and study; Evaluate students' participation in learning and so on. In addition, we should communicate with the team leader in time ideologically. Play an exemplary role in the work. If there are contradictions within the group, try to solve them internally. If it can't be solved, talk it over with the teacher. A group is a family. The team leader is the parent. No matter big or small, you should worry about it. Whether studying or living, we should lead our classmates to advance and retreat together. It is necessary to form cohesion. Every group has underachievers, and the team leader must pay attention to them in time and not let them fall behind. Communicate with you in time when problems are found. It is important to urge the team leader to actively organize cooperation and exchange in cooperative learning, so that team members can develop good habits of cooperative learning and cultivate cooperative consciousness. Decentralized help means that in specific classroom learning, teachers go deep into each group according to each learning link to help guide the group leader to organize the learning activities of this group effectively.
Second, let students master the method of cooperative learning.
1. Teach students the method of discussion. First of all, according to the learning objectives, teaching contents, important and difficult points and students' actual situation, teachers put forward questions with thinking value, and clearly tell students the guiding ideology, intention, requirements and functions of group discussion, until students put forward creative questions and solve them, so that students can gradually form the habit of "speaking-speaking-being creative".
2. Help students master some basic skills of cooperative learning. The key to group cooperative learning is the cultivation of communication skills. Cultivate students' "five skills": (1) Learn to listen, don't interrupt others' speeches casually, and try to grasp the main points of others' speeches; Comment on other people's speeches; (2) Learn to ask questions, and when you don't understand, ask the other party for further explanation; (3) Willing to state their own ideas and correct others' views; (4) Be brave to accept other people's opinions and correct your own ideas; (5) Learn to organize and preside over group study, and make concluding remarks according to others' viewpoints.
Third, grasp the time, space and opportunity of cooperative learning.
In order to make cooperative learning effective rather than formal, the arrangement of "cooperative time" is also very important. However, in teaching and research, we often find that some teachers are worried about not having enough time to finish the teaching content. As a result, the initial group discussion ended hastily as soon as the students entered the role, and the students were asked to report, which became a simple teacher's "guidance" and students' "performance". Of course, the result is that "guidance" is unclear and "performance" is inaccurate. Cooperative learning time can be long or short. We can allow students to carry out cooperative inquiry and interactive learning in one class or even several classes, and we can also allow students to discuss and debate a problem for a short time in class. However, in any case, every cooperative study, teachers should leave enough time for students, so that members of each group have room for independent thinking and communication. Teachers should also consciously extend students' classroom cooperation to extracurricular cooperation and create cooperation space for students. This requires teachers to design some inquiry questions for students to explore in groups. Only by extending in-class cooperation to out-of-class cooperation can we truly achieve cooperation in learning.
Group cooperative learning is not used in every teaching content, nor in the whole course of a class, nor is it only used in the classroom. Pre-class preparation, after-class reading and extracurricular practice are all inseparable from group cooperation. Therefore, teachers should grasp the appropriate opportunity to carry out cooperative learning according to the teaching objectives and training requirements.
1. Problems involving too much knowledge are suitable for group cooperative learning. When students are difficult to complete independently due to the limitation of knowledge reserve and life experience, they can learn in groups, inspire each other, think from multiple angles and give full play to group creativity.
2. Controversial issues are suitable for group cooperative learning. The controversial question is assigned by the teacher, and the students only know the process but not the result. On the contrary, through group discussion, the problem will become clearer and clearer. This not only develops students' personality, but also embodies the inconclusive characteristics of Chinese teaching. How do you feel after learning the fable "The Tortoise and Rabbit Race"? This problem can give full play to the advantages of group discussion, so that students can speak freely and express their opinions. Some groups say that they should learn from the perseverance of turtles; Some say that we should learn from rabbits and not be complacent; Some people say that the turtle's victory is not worth mentioning, but a lucky victory. If you really want to beat the rabbit, you must find ways to improve your speed. Some people say that there is no need to blame rabbits, which provides a lesson for everyone. Failure is the mother of success ... It can be seen that students' understanding in the information age has gone far beyond the original meaning of their works, and how strong their sense of innovation is.
3. Extracurricular reading and Chinese practice activities are suitable for group cooperative learning. Extracurricular reading and extracurricular practice are an extension of Chinese classroom teaching and an important way to cultivate students' ability to analyze and solve problems. According to the differences of students' family background and hobbies, students can form cooperative reading study groups and set reading topics. Teachers can also regularly evaluate and reward small book fans, doctors, poets and teachers, so that students can learn from each other's strong points in activities and improve together.
Fourth, grasp the evaluation in group cooperative learning.
1. Grasp the content of evaluation
In today's class, we often see students studying in groups, and only listen to the teacher's order: please discuss in groups. Suddenly, the classroom was full of excitement. At first glance, the students are clamoring to express their views. After listening carefully, some of them are arguing about who will speak first and who will speak later, and they won't give up until the end of the group cooperative learning time. If they put the school tools on display, some people will fight for them. On the one hand, this situation is related to teachers' lack of division of labor and guidance to group members, on the other hand, it is also related to teachers' biased evaluation of group cooperative learning. Most teachers only pay attention to the evaluation of the results of group discussion, but ignore the evaluation of students' learning process and individual learning. The new curriculum standard reminds us not only to evaluate students' discussion results, but also to evaluate students' participation, cooperative communication awareness and behavior habits in the process of group cooperative learning. Especially the first grade students in primary school are the key period to form good study habits, and our teachers should pay attention to seize this opportunity. For example, cultivate students' good habits such as being willing to communicate and cooperate with their peers, being good at listening to their speeches, and being polite to help their peers.
2. Grasp the timing of evaluation.
When students are engaged in cooperative learning in groups, teachers should pay attention to patrol, discover the advantages of students in cooperative learning in time, praise them in groups in time, appreciate the outstanding advantages in classroom communication, and gently point out the bad habits of students. Teachers should not rush to evaluate the discussion results of the whole class, but let students fully express their opinions before summing up the evaluation, especially under the background that the new curriculum standard respects students' individuality, advocates diversification of algorithms, and there are problems in new textbooks and open results.
3. Grasp the theme of evaluation
The evaluation of group cooperative learning can be evaluated not only by teachers, but also by group members themselves and students in other groups. For example, after cooperative learning, you can call the group leader to make a simple summary of the cooperative learning situation of your group members just now, and talk about the discussion results, then other groups express their opinions on the discussion results, and finally the teachers make a summary evaluation.
4. Master the ways and methods of evaluation.
In the past, the evaluation of group cooperative learning was mostly qualitative evaluation of right and wrong, which could not objectively and scientifically evaluate students' learning situation and stimulate their learning enthusiasm. Under the concept of the new curriculum standard, students' wonderful comments, advantages and small progress should be greatly appreciated and rewarded. Rewards can be used to encourage students to make persistent efforts, such as language encouragement, gesture caressing, awarding honorary titles, group bonus points, material rewards and so on. Students' shortcomings and deficiencies exist objectively. We should be good at grasping students' bright spots and gently point out that students' self-esteem and self-confidence must not be damaged. For example, when the student representative group speaks in a low voice and needs to say it again, the teacher can say, great! The teacher still wants to hear you speak out loud. In this way, students are more confident to speak loudly. When a group is found to have shortcomings, other groups or teachers can give them a good suggestion: if you can … it will be easy for students to accept and protect their self-esteem. There are many examples like this, which need our teachers to explore.
Fifth, strengthen the cultivation of details and habits in cooperative learning.
1. Prepare the required textbooks, notebooks, previews, two-color pens and other learning tools before class.
2. Students' requirements for self-study: ① Sit up straight, keep your head straight and avoid writing on the desk; (2) Turn over books and study plans lightly, and try not to fiddle with stools; (3) Do not ask questions or whisper in the process of autonomous learning, and finish it independently; (4) You can't be distracted and look up when you encounter situations that have nothing to do with yourself; ⑤ Self-study, think carefully, read textbooks and reference materials, learn independently, and complete exercises in an all-round way. Don't be perfunctory, let alone copy other people's study plans and record your own opinions or problems; ⑥ The handwriting should be clear, neat and standard, and the lines should be straight to avoid scribbling.
3. Group cooperation requirements: A The voice is moderate when communicating, subject to the clear hearing of both parties and the group. Don't make a hullabaloo about, and don't crowd when you stand up in group communication; B students should leave their seats when communicating, and put the stool under the table gently to facilitate communication activities; C. When communicating, encourage the positive expression of speaking freely, spreading your wings and expressing your opinions, and prevent the dependence of saying nothing and echoing others; D it is strictly forbidden to have false and casual communication, and you can't play with it; E cooperation and division of labor should be specific and clear, so that everyone has something to do, everything is done by someone, and everything is done by someone, and action should be rapid.
Six, group cooperative learning should pay attention to the following issues:
1. Cooperation can't be too simple, we should discuss it. In teaching, there will be such a phenomenon: the teacher asks a question and lets the students discuss it in groups. Before the teacher's question was finished, the students had already given the answer.
Students should study independently, think independently, and then start cooperation. The teacher asked the students a question for discussion without independent study and thinking, and the students were caught off guard. Discussions without independent learning are like castles in the air, and discussions without independent thinking are like passive water.
3. Students should have a strong sense of active cooperation, actively participate in cooperation, and don't marginalize some students. In group activities, because of the imbalance of students' participation, the situation of "excellent students speak and students with learning difficulties listen" is caused. On the surface, the lively, democratic and lively cooperative learning atmosphere actually implies various shadows. Students with strong ability obviously have more opportunities to participate in group activities, seize discourse hegemony and play a leading role, while students with weak ability are passive, do not actively participate in and experience the process of acquiring knowledge, just wait to enjoy the fruits of others' labor, and gradually lose interest in group cooperative learning, showing indifference and numbness until they give up on themselves. The vigorous group cooperative learning has become "centralized" again, losing the significance and value of cooperation.
4. Cooperation should be orderly and the division of labor should be clear. After the teacher issued the instruction of group cooperative learning, the whole class just sat together in groups, but there was no clear division of labor among the group members. Everyone is saying that the atmosphere is warm and the class is noisy, but nothing can be solved.
5. Teachers should pay attention to the learning situation and give full play to the leading role. Teachers should pay attention to patrol, investigate the leaders of various disciplines, and organize members to communicate, cooperate, explore and assist effectively in the guiding scheme, so as to truly realize the goal of teaching and educating people, cultivating talents and making Qiang Bing a success. Teachers should intervene the problems in preview in time according to the learning situation and study effectively under the leadership of the group leader.
6. Improve cohesion, introduce competition mechanism and encourage cooperative learning. Using group cooperative learning, students are often enthusiastic at first and depressed later. What I am most afraid of in operation is the phenomenon of "shaving my head and carrying a load". That is, teachers are full of confidence and students are indifferent, or some students are enthusiastic and some students are indifferent. Therefore, at the beginning of applying cooperative learning strategy, teachers should pay attention to stimulating all students' interest in cooperative learning. According to psychological principles, students with mental health have competitive psychology. Therefore, teachers should use external rewards (mainly material rewards) as a means to induce students' sense of competition, and adopt the way of promoting intra-group cooperation through inter-group competition to strengthen students' collective concept and improve the cohesion of the group. With the further application of cooperative learning strategy, students gradually realize the importance of cooperation, and realize the intellectual fun and friendship brought by mutual assistance from the activities, which will have a positive attitude towards the cooperative learning process itself and a strong desire for cooperative learning. At this time, teachers should use external rewards (mainly spiritual rewards) as a means to consolidate students' competitive concept. Teachers should not only evaluate the collective achievements, but also recognize the cooperation level of the group. In the process of group cooperation, in order to give full play to the cooperation efficiency between students, a series of competition methods can be adopted. Such as praise and encouragement method, group scoring system, selection of the best team leader and the best team member, etc. Quantify, evaluate and publish the results of group cooperation. Every month, students are asked to vote by secret ballot to select the best team leader and team member, so as to drive the whole class to be on par with good team leaders and team members, find out their own shortcomings through comparison, improve group cooperation and effectively form a joint force.
7. Distinguish between true and false. Practice has proved that students' enthusiasm is very high in the early stage of group cooperative learning. The teacher throws a question for the students to discuss, and there will be a heated discussion in the classroom soon. Soon the scene of this heated discussion was alienated. It seems that the scene is lively, but it is actually chaotic. With a little attention, it is not difficult to find that this is a false excitement. The following situations often occur: during the discussion, some students chat (talking about topics unrelated to the topic), and sometimes after the discussion, several groups or several people in the group compete to speak at the same time, so as not to give way to each other; After some group discussions, one person speaks, while others are absent-minded and stay out of it; Some groups passed the buck after discussion, and no one spoke. This is a bad omen. Teachers should slow down the teaching progress and pay close attention to the operation of the group. Adjust the progress after normal operation. Otherwise, collective learning will become a mere formality and classroom discipline will be in a mess.