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.