First, feel the fruits of cooperation and experience the happiness of cooperation.
The motivation of large-class children's cooperation is mainly attributed to the cognition of the results of cooperation, that is, children experience the benefits brought by cooperation with peers and know that individual goals or group goals can only be achieved through cooperation between peers. In addition, children's happy emotional experience in cooperation is also one of the important reasons for cooperative learning. Therefore, teachers should strengthen children's perception of cooperative achievements in activities, and make key comments on aspects that can reflect cooperative achievements in the evaluation process of activities, so as to subtly guide children to experience the benefits of cooperation with peers and stimulate children's happy emotional experience in cooperative learning. When children see the fruits of cooperation and realize the happiness of cooperation, they will naturally enhance their awareness of cooperation with their peers, thus laying the foundation for further enhancing their cooperation ability.
For example, in the large class building area, due to the limitation of activity time and activity materials, there are often "semi-finished" buildings at the end of regional activities, and children will feel frustrated when they see their unfinished works. When teachers guide children to cooperate and children complete a building together in a limited time, they can present a complete architectural work at the end of regional activities, so that children can see the fruits of cooperation, experience the happiness of cooperation and strengthen exchanges and cooperation with their peers.
Second, invest appropriate materials to create conditions for cooperation.
In order to improve the cooperative ability of large-class children in activities, teachers should create cooperative situations for children, provide suitable cooperative materials and guide children to cooperate with their peers.
For example, taking the "fun ball" in outdoor sports activities in large classes as an example, on the basis of children mastering the basic game of ball games, in order to stimulate children's enthusiasm for cooperation in activities, teachers guide children to cooperate with their peers by putting in appropriate materials and effective instructions. At the beginning of the activity, practice two people dribbling together, and the number of balls provided is half of the total number of children. Let the two children find ways to transport the ball from the starting point to the end point with their backs, and experience cooperation in the process of carrying the ball. Secondly, in order to deepen children's understanding of cooperation, the teacher reduced the number of balls, divided the children into equal groups, and held a passing competition between the groups to compare which group passed the ball fastest. In this way, through the change of materials, the cooperation between two people has developed into cooperation between groups, which not only improves the children's cooperation ability, but also deepens their understanding of cooperation.
Third, carry out group cooperation and create a cooperative atmosphere.
Group cooperation is an effective way of cooperation. Children's cooperation in groups can not only deepen their understanding of cooperation, improve their cooperation ability, but also cultivate their sense of competition.
Take the teaching activity of "Let's make books together" in the big class as an example. The goal of the activity is to make a simple picture book for children in groups. The design idea is as follows: (1) Teachers guide children into groups, with 4-5 people in each group; (2) Teachers help children recall the steps of making books and the problems that need attention; (3) Guide the children to discuss what kind of books to make in the group and divide the work; (4) Children make books in groups, and teachers tour to guide them; (5) Show children's works. In the process of children making books in groups, some groups also spontaneously elected the group leader. Under the leadership of the group leader, we discuss the theme of making books, and work together. Some draw covers, some design texts, some write texts, and some are responsible for binding ... In addition to strengthening cooperation within groups, teachers also pay attention to cooperation among groups. When providing materials, each group deliberately lacks some materials, such as some groups lack colored pens, some groups lack drawing paper, some groups lack scissors, and some groups lack staples ... Therefore, in order to make a complete book, each group should communicate and cooperate with other groups. Teachers can also guide the group that completed the task first to help the group that did not complete the task, which will play a great role in forming a good cooperative atmosphere within the class.
It should be noted that establishing a good communication atmosphere among group members is the basis of cooperation, and a good communication atmosphere requires both the joint efforts of group members and the correct guidance of teachers. This suggests that teachers should not only respect children's wishes, but also guide and adjust the grouping correctly in the process of grouping. Respecting children's wishes means letting children freely choose groups instead of grouping them, instead of telling them who is in a group and who is playing together, so that children can learn to cooperate in their own independent environment and spontaneous experience; Correct guidance and adjustment means that teachers should ensure that the members in the group can learn from each other's strong points and make the children in each group equal in level through adjustment to ensure the fairness of competition between groups.
Fourth, the way of church cooperation focuses on encouragement and guidance.
Children in large classes have a sense of cooperation. Most children are willing to play games with their peers or cooperate with their peers to solve problems, but their self-awareness is still obvious. They only pay attention to what they see or are interested in, and don't realize what they can do if others are doing. Children in large classes still lack the methods and skills to solve problems, especially when they encounter problems in cooperation. How can children's cooperation be quality and effective? This requires teachers to teach children the methods of cooperation and scientifically guide them to cooperate.
Teachers can initiate discussions among children and teach children the methods of cooperation in the discussion, thus deepening children's understanding of cooperation. For example, there is a good book in the library area that both children want to read. What should they do? In outdoor sports games, children can't move sports equipment. what should he do ？ There is a beautiful new dress in the role area, which both children want to wear. What should they do?
Teachers should also pay attention to the cooperation between children in time to improve the quality of children's cooperation. For example, in the cleaning session of regional activities, two children in the art area cooperated to clean the bread crumbs on the desktop and the ground. They discussed that one person would wipe the desktop and the other would wipe the floor, but neither of the children wanted to clean up first and neither would give in, so the cooperation could not go on. At this time, the correct guidance of teachers is particularly necessary. The teacher said, "Think about it. If the ground has been cleaned, what should I do if the scraps of paper falling from the table dirty the ground? " The two children thought for a moment, and the child who swept the floor said voluntarily, "Then clear the table first, and then sweep the floor." So, one child cleans the desktop first, and then another child cleans the scraps of paper on the ground. The two children cooperated to finish the task efficiently. The teacher gives a simple hint to guide the children to think about the ways of cooperation, help them to sort out the steps of arrangement, and make the children's cooperation go smoothly.
In addition, if cooperation can be praised or rewarded by teachers, cooperation between children will be more likely to appear. This suggests that teachers should attach importance to the exemplary role of role models and set up a model of children's cooperation in the group. For example, children who take the initiative to let others play with toys first give verbal praise, and children who perform well in group cooperation reward small red flowers.
Cooperation is a joint action in which individuals and groups cooperate with each other to achieve the same goal. Cooperation ability is an important condition for individuals to integrate into society. The research shows that children who enter large classes are richer in language, more skilled in movements, and their communicative competence and sense of cooperation are gradually improved, so they are in the "recent development zone" of cooperative learning. Therefore, to carry out cooperative learning in this period and enhance the cooperative consciousness and ability of large-class children can not only achieve good results, but also have great significance.