The main purpose of group cooperative learning is to make the teaching process truly based on students' independent activities, give full play to students' main role and mobilize all students' learning enthusiasm. However, there are two extreme manifestations of cooperative learning in the classroom at present: in the first case, only a few students get together in cooperation and do their own things, and there is no cooperation at all. Rather than cooperative learning, it is better to say that several students get together to study by themselves; In the second case, one or several students are discussing, and the rest just listen and don't express their opinions; Or do nothing, listen, and exclude yourself from the group. In short, in group cooperative learning, students' participation is poor and the degree of participation is not high.

So, how to improve students' full participation in group cooperative learning? On the above issues, I have seriously thought and explored the practice, which is summarized as follows:

1, reasonable grouping

Scientific grouping is a very important issue for cooperative behavior. Teachers should carefully study and design the grouping of the whole class, comprehensively consider all aspects, and it is best to follow the heterogeneity within the group (that is, the organizational ability, learning ability, academic performance, thinking activity and gender of the members in each group should be balanced. ), the principle of homogeneity between groups, so that students in the same group can help and support each other. Cooperative learning groups are usually composed of 4-6 people, and the overall level of each group is basically the same. At present, four classes in my class are in groups of four, and the rest are in groups of six.

2. The team members have a clear division of labor and are responsible for each other.

To determine the division of labor of each member, a rotation system can be adopted, such as team leader, recorder, librarian, rapporteur, etc. , completed by each member in turn. The team leader is responsible for the organization and management, the recorder is responsible for recording the cooperation process, the documenter is responsible for collecting the learning materials, and the rapporteur is responsible for writing the learning report and reporting the learning results on behalf of the group. Team members are required to actively take personal responsibility, support each other, cooperate closely, play a team spirit, and effectively complete the group learning task. Practice has proved that when the division of labor is clear and everyone has something to do, group cooperative learning has high participation and good results.

3. Cultivate good team leaders

Each group should have a student with strong organizational skills, strong expression skills and helpful people as the leader. The leader of the study group is the teacher's assistant and the classmate's "little gentleman". Their work will directly affect the success or failure of group cooperative learning. Therefore, we must attach importance to the training of team leaders. Let the team leader know what to do and how to do it. For example, how to conduct preview check, how to organize discussion, how to ask questions to students, how to direct operation, how to lead groups to cooperate and help each other, and how to master the order of groups. , especially to care about students with poor academic performance. When reporting to the teacher, you should be realistic and not resort to deceit. At the same time, it is necessary to establish the prestige of the group leader, which is more conducive to group cooperation and effectively mobilize team spirit.

4. Cultivate students' awareness of rules and good cooperative learning habits.

One is the habit of thinking independently. Before group cooperative learning, each student should think independently and form his own views and opinions to avoid the phenomenon of "blind obedience" or being speechless in group communication;

Second, the habit of active participation and enthusiastic speech;

The third is the habit of listening carefully;

Fourth, observe the habit of classroom discipline and cooperative rules, and avoid unnecessary arguments and quarrels.

5. Strengthen the cultivation of students' cooperative learning ability.

The poor participation of group cooperative learning is caused by students' lack of cooperation skills. Therefore, we should consciously and gradually cultivate students' cooperative learning ability in teaching. Generally speaking, students should be trained from the following aspects.

(1) Learn to collect information. ② Learn how to express your opinions. In teaching, teachers should consciously provide students with more opportunities to express their views and give timely guidance when problems are found. ③ Learn to discuss problems. Discussion is the key to solving problems in cooperation. After each member expresses his own ideas, there may be inconsistencies that need to be discussed, overcome difficulties and form solutions. Teachers should give guidance on key points so that students can gradually learn the steps and methods of discussing problems. ④ Understand the importance of cooperative learning. Because of personality differences, some students who study well are unwilling to cooperate in learning and think they have the ability to solve problems; There are also some students who are unwilling to associate with others. Teachers should let students gradually experience that many problems that they can't solve can be solved through cooperative learning. Cooperative learning can improve everyone's ability, make everyone get along well, and thus have a sense of identity with cooperative learning. ⑤ Enhance members' sense of collective responsibility. Every member of the group should participate in the responsibility of the group learning task, and be responsible for their own learning instead of relying on ideas, so as to motivate themselves to participate in group cooperative learning.

6. Evaluate group learning in a timely and scientific manner.

Establishing a positive evaluation system based on group can stimulate the enthusiasm of group cooperation.

Cooperative learning regards "Dont Ask For Help people are successful, but everyone wants to make progress" as a new realm of learning evaluation, which takes all students as the center, stimulates each student's enthusiasm for learning, guides them to turn the competition between individuals into the competition between groups, and carries out group learning competitions. Changing individual scoring into group scoring, taking the overall score of the group as the basis of reward or recognition, as the first condition, has formed a new pattern of "cooperation among group members and competition among group members", which has shifted the focus of the whole evaluation from encouraging individual competition to reaching the standard. For example, I implement an evaluation system for students' classroom learning in my 1-2 class, which is evaluated once a week in cooperative learning groups, including self-study before class, full participation in group cooperation, students' classroom learning performance, realization of learning objectives, classroom discipline, etc. (This of course benefits from the active cooperation of the class teacher).