First, master the rules of cooperation.
"Without rules, there would be no Fiona Fang." Group cooperation is no exception. Generally speaking, in group discussions, students with strong learning ability express their opinions without waiting for other students to speak. In this way, those students with learning difficulties are equivalent to taking a form and getting ready-made answers without brain thinking. The result is better and worse. At this time, teachers need to make arrangements in advance, clarify the rules of cooperation, and let students master the necessary cooperation skills, including how to listen to others' opinions, how to discuss in groups, how to express their opinions, how to correct others' mistakes, how to learn from others' strengths, and how to sum up everyone's opinions.
Therefore, it can be stipulated before the group cooperation: before the discussion, the group members should think independently, write down their own ideas, and then arrange them by the team leader. Each member will speak his mind, others will listen and discuss. After the collective opinion is formed, the recorder will sort it out. In this way, everyone has the opportunity and time to think.
Second, learn to listen in cooperation.
At the beginning of cooperation, especially junior students, have personal psychological advantages. They pay too little attention to their own speeches and are not easy to accept others' opinions, but they don't pay attention to their classmates' speeches. To this end, students are required to learn to listen three times in class: first, listen carefully to each student's speech, look at each other, listen completely, think carefully and don't interrupt; Second, listen to the main points of others' speeches and cultivate students' ability to collect information; Third, after listening, we should think, make judgments and put forward our own opinions to improve students' ability of reflection and evaluation. Training under such requirements can guide students to learn to ponder and experience repeatedly, be good at listening to classmates' opinions, and not interrupt others' speeches at will, so as to provide students with a space to express different opinions, thus achieving the effect of mutual inspiration and help. Students not only cultivate the habit of listening attentively and arouse the enthusiasm of active participation, but also cultivate the quality of mutual respect, understand the emotions of others and be good at controlling their own emotions.
Third, learn to express your views.
Language expression is the basis of interpersonal communication and an important symbol of a person's practical ability. Cooperative learning requires each member to clearly express his ideas and understand each other's views. Teachers should focus on demonstrating and guiding students who can't express themselves consciously. When the whole class reports and shows the results, let more students fully express their views and let others understand your views. Not only gifted students should be able to express themselves, but also students who are good at expressing, introverted and inarticulate should learn to express themselves, so as to improve their expression ability as a whole. To this end, teachers should go deep into the group, mobilize these students' desire to participate, cultivate their courage to speak out, and give some students with poor foundation, weak thinking ability and poor words a chance to express themselves and succeed. Therefore, we should consciously provide students with opportunities to express their views, time and space for discussion, let students dare to speak and speak, cultivate students' good habits of listening, thinking, judging, choosing and supplementing other people's opinions, give timely guidance once problems are found, and let students gradually learn to express their ideas accurately in language.
Fourth, learn to discuss in cooperation.
Discussion and communication are the key to solving problems in cooperative learning. After members express their ideas, if they disagree and have different understandings, they should reach an understanding and solve the problem through discussion and debate. Teachers should guide students according to certain steps and methods, so that students at different levels can gradually learn the skills of discussing and communicating problems. In cooperative learning, on the basis of independent thinking, students discuss and inspire each other through * * *, so as to achieve the purpose of cooperation. After the students discuss the problem, one person in each group reports the content of self-study or independent thinking, and other members must listen carefully and have their own supplements and opinions. Finally, they have to provide their own problems to the whole group for discussion, summarize and sort out the problems that have reached the knowledge of * * * and the problems that have not been solved, and draw correct conclusions. Through this discussion, students' thinking, analysis, judgment and expression abilities can be cultivated.
Five, learn to organize in cooperation
Listening and speaking skills are the basic skills of cooperative learning, and organizational skills are the important skills of cooperative learning. Organizational ability is the premise of listening and speaking ability and independent thinking. The success or failure of cooperative discussion depends largely on the organizers in the group. Specific methods include: guiding the organizer to divide the work within the group, summarizing the opinions within the group, helping others to evaluate, etc. In addition, in order to reflect the subjectivity in the group, organizers can be trained regularly and replaced in time. Training not only improves the efficiency of cooperative learning, but also lays a solid foundation for students to stand on the society in the future.
Sixth, learn to evaluate in cooperation.
The evaluation in cooperative learning activities is not only a simple evaluation of students by teachers, but also includes mutual evaluation among students, self-evaluation of students and evaluation of teachers by students. The cultivation of evaluation ability is also very important. Teachers should guide students to evaluate the learning results and learning process, not only to evaluate the knowledge mastery, but also to evaluate the emotional performance of each student. In teaching, students can be guided to evaluate each other through teachers' exemplary comments. For example, after listening to other people's speeches, students can express right and wrong with gestures and evaluate with accurate and fluent language, thus enhancing the ability and courage of evaluation and improving the level of evaluation. Through correct evaluation, students' self-esteem, self-confidence and enterprising spirit are protected, and students' development skills and innovation vitality are stimulated.