With the pace of the times, we entered the 2 1 century with passion. When we stand on the threshold of the new century, we see not only an era full of hope, but also an era full of challenges and opportunities. Looking around the world, science and technology have become the most active productive forces in today's society. Economic and social development increasingly depends on the progress of science and technology and education. The new technological revolution led by computer and communication technology has pushed the world into the era of information economy. The constant adjustment of industrial structure and the extensive mobility of occupations have directly formed a lifelong education and learning society. From 65438 to 0996, an important point of UNESCO's report "Education-Wealth in it" is that education in the 2 1 century should put lifelong education at the center of society. The Outline of Education Reform and Development in China also clearly points out: "Whoever has mastered the education of 2 1 century will have mastered the initiative of future development." This puts forward a serious problem for our basic education: what knowledge should be taught to students in school education in order to be conducive to students' lifelong learning in the future. For this question, the UNESCO report gives a clear answer: learn to recognize. The report holds that school education should not only enable students to form a broad knowledge base, but also enable students to have the possibility of in-depth research on a problem. This cognitive ability is the license to receive education and lays the foundation for lifelong education.

Faced with this situation, the curriculum reform of basic education has attracted unprecedented attention from all countries in the world. This time, the most critical, thorough and core of the curriculum reform of basic education in China is the profound change of students' learning methods. This change not only means the change of students' learning attitude, learning consciousness, learning habits and quality. It also means the change of students' personal relationship with the world and their way of life, and it also means the enhancement of students' main strength and the manifestation of their life value as individuals.

As a researcher in the teaching and research section of Haidian District, my strong sense of mission, responsibility and urgency made me actively devote myself to the experiment of curriculum reform and the research of students' learning style reform. It tries to change the current situation that the curriculum implementation puts too much emphasis on learning, rote learning and mechanical training, actively advocates students' active participation, willingness to explore and diligent hands-on learning methods, and is especially committed to the study of the effectiveness of group cooperative learning in the process of teaching method reform. The author believes that in today's society, people who can't cooperate will not survive. Now the competition between countries is becoming more and more win-win. It is better to seek development through cooperation than to survive through competition. Based on this view, the author tries to explore a new classroom teaching structure, that is, on the basis of autonomous learning, to stimulate students' interest in learning, to put forward questions as the core, to take group cooperative learning as the main teaching form, and to complete students' development as the ultimate goal.

Second, the definition of cooperative learning

1. Cooperative learning is an organizational learning, as opposed to "individual learning". Cooperative learning refers to mutual learning in which students have a clear division of responsibilities in order to accomplish the same tasks in groups or teams. Cooperative learning is a social learning model dedicated to the establishment of learning groups. Group study is usually the main form.

2. Elements of cooperative learning.

Learning materials, study groups and teachers' guidance are the main elements of cooperative learning. Learning materials should have a basis in life and be concerned by students, aiming at effectively stimulating students' inquiry, stimulating students' strong learning needs and bringing challenges to students' thinking. Therefore, reasonable selection of learning materials is the material premise of learning. In the process of cooperative learning, it is the key for cooperative learning to produce good learning results that the members of the study group support and cooperate with each other, trust and promote each other, participate with a positive attitude, clarify the purpose of cooperation and assume personal responsibility. The organization and monitoring of teachers in the process of cooperative learning is an effective guarantee for the smooth progress of cooperative learning.

3. Cognitive and emotional basis of primary school students' cooperative learning.

Psychologist Scott believes that everyone has psychological needs for interpersonal communication, including tolerance, control and emotion. According to Maslow's hierarchy of needs theory, when physiological needs and security needs are met, people are eager for a sense of belonging and love. Children are eager to establish friendship with friends and hope to get the love of teachers and parents. At present, after the three needs are basically met, there will be a need to respect and realize oneself. In the process of cooperative learning, different personality psychology (such as ability, temperament, personality, needs, motives, beliefs, etc. In the process of learning, it constantly collides with the development of cognitive process, emotional process and will process. In the cooperation and communication with others, primary school students learn to build confidence, respect others, complete tasks, achieve achievements, maximize their potential and realize themselves. At the same time, I am eager to get recognition from others and attract their attention and appreciation. The establishment of cooperative learning relationship creates a time and space for primary school students to communicate and cooperate with others, which meets the psychological needs of students.

Third, the basic process of group cooperative learning.

Stimulate interest → ask questions → self-study → cooperation → communication.

(A) to stimulate students' learning motivation as the premise.

Students' interest in Chinese class is the premise of good class, and of course it is also the premise of ensuring the effectiveness of group cooperative learning.

Psychological research shows that the main characteristics of preschool children's psychological development (6- 12 years old) are: they are interested in novel and concrete things, and the purpose of perceiving things is not clear enough; Unintentional and emotional, active and curious, and unstable attention; From concrete thinking in images to abstract logical thinking.

Chinese teaching must proceed from children's psychological characteristics of age and fully stimulate students' interest in learning.

So, how to arouse students' interest?

First, establish a harmonious relationship between teachers and students. The knowledge taught by a teacher who is accepted and liked by students can make students interested and accepted by students. The ancients attached great importance to this. The Book of Learning says, "Be ready to learn and get close to your teachers, be happy with your friends, and believe in your way." "Yan Family Instructions" says: "Believe what you say, believe what you are close to", which is the truth.

Second, create a democratic and harmonious classroom atmosphere. Understand students, regard them as positive people, respect their personality and restore their self-esteem in order to create a democratic and harmonious teaching atmosphere. Let every student be respected, dare to put forward their own ideas and speak boldly. Even if he is wrong, it will not hurt his self-esteem, but will be encouraged to devote himself to his study happily.

Third, create a suitable teaching situation to stimulate students' desire for learning. For example, Zhang Ran, a teacher from Wanquan Primary School, told a story before class: In an earthquake, students in a school were buried in a collapsed house. Others thought that these children had no chance of survival, but the father of one of the boys believed that his children were still alive, so he kept digging. After a few days, he finally rescued his children and the students in this class. This kind of father-son affection has laid a good foundation for students to learn sparrows.

(2) Taking the problem as the core, actively encourage students to question and ask difficult questions.

The problem is that students know the initiator and power source of the activity. The process of students' learning knowledge is the process of finding, asking, analyzing and solving problems. The research of modern educational psychology shows that encouraging questions can not only make students quickly change from inhibition to excitement, but also make students regard learning as a kind of "self-need".

Mr. Tao Xingzhi believes that children's freedom of speech, especially the freedom of asking questions, can give full play to their creativity.

The author believes that if the problems to be studied in group cooperative learning are not what students pay attention to, then the effectiveness of group cooperative learning is difficult to guarantee. The question asked is what students don't understand, that is, what to learn in Chinese class. If "what to learn" can be decided by students themselves, it will certainly stimulate their great enthusiasm for learning and lay a good foundation for the effectiveness of group cooperative learning.

Therefore, it is particularly important for students to question.

So, how to cultivate students' ability to question and ask difficult questions?

1. Respect students' emotions-the premise of being willing to ask questions

Lenin said: "Without human feelings, there will never be, so it is impossible for anyone to pursue the truth." Emotion is internally driven, and positive emotions can stimulate students' passion. Pupils are naive, simple, naive, self-respecting and fragile. Students with learning difficulties, in particular, are always worried that asking too simple or wrong questions will be teased by classmates and teachers. Therefore, teachers must create a learning atmosphere of mutual respect, understanding, tolerance and harmony, bring smiles into the classroom, and constantly strengthen emotional communication between teachers and students with sincere and cordial smiles, amiable teaching attitude, full spirit and good mood.

2. Stimulate students' interest-the motivation to ask questions.

In the Southern Song Dynasty, Zhu pointed out in Notes on Primary Schools: "If you are not interested in teaching, you will not be happy to learn." Piaget said: "All mental work depends on interest." These incisive expositions all show that interest is the driving force of learning. Pupils have strong imitation ability and are competitive. We divide the students in the class into several groups, with four people on the table as a group, excellent and poor students as team leaders, and students with strong learning ability compete with each other. Judge and praise the best questioning experts every week. In order to be the best questioning experts in the group, they must read through the text. In order to ask questions, they must learn from the perspective of discovery, in order to find problems, ask questions and expect to solve them. In this way, students are guided to change from passive learning to active exploration, and students also feel the endless fun brought by thinking and asking questions.

3. Creating an environment for asking questions-the key to asking questions happily.

Combined with the teaching content and purpose, make full use of modern teaching methods to render art in the classroom, and create a situation closely related to the teaching content, so that students can enter the role and be there, promote their interest in learning and activate their thinking. For example, before teaching "Bird's Paradise", guide students to understand the dynamic scene of "Paradise", first show the video of birds flying and fighting, let students watch carefully, pay attention to and think about what questions they want to ask. When the students enjoyed the video carefully, the teacher took the opportunity to guide them: what a vivid picture. Do you have any questions to ask at the moment? In this way, the students' thinking becomes active, the chatterboxes are opened, and the question is raised: Why are there so many birds on the big banyan tree? Why did our applause scare the thrush away, but he was so excited and still stood in singing in the trees? Who is that thrush going to sing to? What is the content of singing? Wait a minute.

4. Teaching methods, open up the way for students to ask questions.

Students are not good at finding and asking questions because they cannot or are not good at using relevant factors in textbooks to construct contradictions. To change this situation, it is necessary to cultivate students' ability of bold exploration and independent thinking, and broaden students' questioning ideas. We can guide students to find and ask questions in a comparative way.

(1) Find and ask questions through comparison. For example, when teaching my comrade-in-arms Qiu's article, before previewing it, the teacher arranged for the students to read this article, which was written by Qiu and described my psychological activities. This passage should be written about Qiu's inner activities. However, why not write about Qiu's inner activities in the article, but my inner activities? What are the advantages of writing like this? Students can have a heated discussion and express their opinions around the problems they have found and raised. This not only deepens students' understanding of the text content, but also improves their thinking ability.

(2) Compare the content that exists in the article with the content that does not exist, so as to find the problem and ask the question. For example, in the fifth paragraph of the article "Flying over Luding Bridge", it describes the dangers and difficulties of the Luding Bridge from three aspects: Tiesuo Bridge, Dadu River and Luding City. On the surface, this part seems to have nothing to do with the flying of Luding Bridge. In fact, it more prominently shows the fearless and fearless spirit of the Red Army soldiers. Based on this, students can be guided to put forward their own ideas: if the part "Why Luding Bridge is a natural barrier" is deleted, can it be directly described as "Red Fourth Regiment immediately launched a general attack to capture Luding Bridge"? What's wrong with guiding students not to write "Luding Bridge is a natural barrier" after students discuss "Yes and No" and express their opinions?

(3) Compare this part of the text with that part, find problems and ask questions. For example, in the article A Farewell to China, there are three words that say "A Farewell to China, I love China with all my heart". According to this writing feature, we can ask such a question: "This sentence is used in three places. What is its significance? " ? Why is there an exclamation point after' farewell' when it is used at last? "

There are various ways to explore students' questions. We can ask a "why" or "how" by grasping the relevant content in the text, or we can link the known content with the unknown content to form a question.

(C) Based on students' autonomous learning

"Autonomous learning" refers to a way of learning in which students study consciously and independently on the basis of clear learning tasks, and strive to complete the learning tasks.

Suhomlinski said: "There is a deep-rooted need in people's hearts-they always feel that they are discoverers, researchers and explorers. In the spiritual world of children, this demand is particularly strong. " At the beginning of new teaching, we should let students explore independently, let them discover and study problems themselves, and cultivate their awareness of exploring problems, thus forming a good habit of exploring independently and seeking knowledge.

Whether group cooperative learning is effective depends largely on whether autonomous learning is effective. Without effective autonomous learning, group cooperative learning is just a form, a mere formality.

How to make autonomous learning achieve good results needs to pay attention to the following points.

1. Define the goal of autonomous learning. The questions raised by students, after being combed and refined by teachers, have become the problems to be solved by students' autonomous learning. Because the question of "what to learn" is decided by students, they often take an active part in learning activities.

2. In the middle and senior grades, we should adopt the form of silent reading in self-study, which is more conducive to thinking.

3. Help students form the habit of not writing or reading. When students study independently, they must be asked to write and draw meaningful sentences, and make brief comments next to them, and mark the unclear places. Such autonomous learning is effective.

4. Give enough time to study independently. Generally, there should be three to five minutes of independent study time.

(D) Group cooperative learning

Group cooperative learning, as its name implies, is a kind of "cooperative" learning with "group" as the unit. Whether we can give full play to the role of "group" and make full use of "cooperation" means are two key issues to reflect whether group cooperative learning is really effective. More importantly, the research of group cooperative learning is not only to popularize and apply a means and method of teaching research, but also to cultivate students' full cooperative spirit and ability.

The new curriculum standard advocates "cooperation" and is highly targeted. Because cooperative learning enables students to exchange their independent opinions on the basis of independent inquiry, show the methods and processes of individual thinking, and reflect in the exchange, so that their opinions are more abundant and comprehensive. At the same time, learning in a harmonious atmosphere of cooperation, democracy and interaction is conducive to the cultivation of innovative thinking and practical ability.

Basic steps and operation points of group cooperative learning and communication.

1. Clear learning objectives. Pay attention to stimulating students' interest in learning and guide them to devote themselves to group learning with high learning enthusiasm. The theme of group communication should be clear and clear, which is worth thinking about.

2. In the process of cooperation, students sum up what they think they have learned and speak in groups. At the same time, they list the problems that have not been understood and let others solve them.

3. Collision excitation. Students with different types and different knowledge structures can interact with various information sources through cooperation and complementarity, so as to achieve mutual benefit and win-win results. The fierce confrontation of different thinking is conducive to activating the thinking of different students.

4. Internalization of communication. Inter-group discussion in the group provides students with opportunities to communicate, cooperate and learn together again, which can enhance their sense of collective competition. Communication and evaluation in small units can easily lead to psychological identity among students, and also enable the whole class to help each other, compete freely, learn independently and actively explore knowledge. At the same time, students can reasonably select, refine and process all kinds of information.

5. Reflection and review. Summative review can make new knowledge clearer, improve students' knowledge structure, and also enable students to understand the general situation of their own and group learning, make self-adjustment and carry out adaptive learning. Reviewing and summarizing one's own learning process in time and constantly adjusting learning methods are conducive to the cultivation of students' metacognitive ability and the adaptation of students to the needs of lifelong learning.

6. Teachers should adjust the time and space of communication according to the content of the topic. Too long time, students have nothing to do, which affects normal teaching; Time is too short for everyone to fully express their opinions and play no role in communication.

On the basis of individual's independent exploration, through students' interactive cooperative exploration, this kind of collective wisdom can ignite the spark of innovation, which is exactly the requirement for talents in 2 1 century.

So, how to carry out group cooperative learning?

1. Create an atmosphere and stimulate the interest in cooperative learning.

The survey shows that nearly 30% of students are unwilling to think deeply about slightly difficult problems, and they often lack the trigger point of thinking or confidence in their own thinking ability. In this case, it is particularly necessary to use the discussion among students to stimulate students' interest in learning. How to make the discussion a mere formality requires teachers to establish the concept of "taking students as the main body" from the beginning of designing teaching plans, respect the main body needs of students, and study the "group" of students and the relationship between this group and its members. We should not only pay attention to the development of individual enthusiasm in the group, but also fully predict the development trend of individual enthusiasm. We really should give students trust. Experience their learning process, explore their cognitive rules, respect their individuality, share their worries, accept their ideas, share their joys, and strive to make the classroom a paradise full of students' initiative to learn and explore. Teachers should leave enough space for students' "cooperative learning", so that they can have more opportunities and time to speak in cooperation, so that they can all play their due roles in cooperative groups and gradually realize the fun and gains of learning in the atmosphere of group cooperation.

2. Encourage competition and enhance the awareness of group cooperative learning.

In order to improve students' awareness of cooperative learning, teachers can consciously strengthen the sense of collective honor of "learning groups" in daily teaching. For example, they can often select the "best group", adopt the competition mode of combining single class selection with points, or introduce "group spokesperson" and "group spokesperson" in turn in each class. Under such encouragement, students with a good foundation will feel that improving their grades is not enough and must work hard. Students with poor foundation realize that the success of the group depends on the efforts of each member, and pressure can be transformed into motivation, so that there will be interaction, mutual assistance and common progress in the group. After a period of persistent training, students' learning vision must be collective and long-term, not just limited to themselves and their eyes, which is conducive to strengthening students' sense of cooperation and improving their overall quality.

3. Timely guidance to improve the quality of cooperative learning.

Attaching importance to cooperative learning among students does not mean ignoring the leading role of teachers. In fact, teachers will always be active and enthusiastic designers and guides of group cooperative learning. Whether in organized group discussions or in daily learning exchanges, teachers should keep in mind their responsibilities as guides and strive to overcome blind and meaningless teaching behaviors.

(1) Do a good job in organizing groups and create an organizational foundation for cooperative learning. The number of group members is generally 4-6, and the composition of members should consider the combination of good, medium and poor academic performance, as well as their original personality, feelings and other non-intellectual factors. Team members should have a clear and specific division of labor. At a stage, everyone should have a relatively focused responsibility and play a specific cooperative role, such as organizer, recorder, information clerk, chief spokesperson, second spokesperson, and even the "opponent" who specifically raises objections. After a certain period of time, the roles are exchanged, so that each member can experience, exercise and improve from different positions. It's better for group members to sit face to face or adjacent to each other, which is more conducive to learning and discussing each other and achieving the purpose of full communication.

(2) Emphasize group cooperation and coordinate the relationship between individuals and groups. In view of the weakness of primary school students' strong desire for self-expression and insufficient cooperation ability, teachers should teach, train and remind students to use cooperative learning methods. First of all, we should train and teach students how to listen to others' opinions, how to summarize them, how to improve and develop their own opinions inspired by others' opinions, how to express their opinions clearly, how to boldly put forward their own different opinions, encourage students to argue and debate, and accept others' correct opinions with an open mind.

(3) Teaching methods of group cooperation to improve the quality of group cooperation. In group cooperative learning, teachers should guide students to actively take the forms of discussion, example, quotation, experiment, diagnosis, induction and deduction to effectively carry out group cooperative learning. Express understanding through reading, and then deepen understanding through discussion. Teachers should actively regulate through observation, participation, inspection and guidance, so as to deepen students' inquiry process of knowledge and form a good atmosphere and habit of cooperative inquiry.

(E) communication after group cooperative learning

This stage is the demonstration of the effect of group cooperative learning and the exchange of learning results of the whole class. Several problems that should be paid attention to.

1. It should be reported in groups. It not only enhances the group consciousness, but also gives each group member the opportunity to speak and exercise.

2. Clear division of labor. Those who study, talk about opinions and supplement opinions can also take the unresolved problems in their own group to the whole class for discussion and listening to opinions.

3. When reporting in groups, teachers should pay attention to the whole class. Students in other groups can add opinions, express different opinions and even debate.

Fourthly, the role of teachers in group cooperative learning.

In the research process of group cooperative learning, the author feels that under the guidance of the new curriculum concept, the role of teachers in classroom teaching has changed obviously. Undoubtedly, teachers play a key role in the implementation of the new curriculum, and new teaching methods need teachers to explore.

Adhering to the learning style of autonomy, cooperation and inquiry is not only the change of students' learning style, but also the change of teachers' teaching style. For teachers, we have been encouraging ourselves: "Give students a bowl of water, and teachers should have a bucket of water." Until now, we can't say that this sentence is wrong. What deserves our consideration is, how many bowls are there in a bucket of water? No matter how big the bucket is, it will never be "inexhaustible". Moreover, the new curriculum attaches importance to the intersection, synthesis and infiltration of subject knowledge, which is indeed a challenge for subject teachers who have always thought that "interlacing is like a mountain". What do we do? Only by changing the concept and role of teachers, from a teacher to a learner, to an explorer with students, can teachers develop together in the exploration of * * *.

Teachers should pay attention to the following points:

1. Students are the main body of learning activities, and teachers are only organizers, collaborators, guides and encouragers of learning activities. In teaching, we should prepare enough learning materials according to the teaching content and students' reality as much as possible, so as to provide broad time and space for students to play their subjective initiative and creativity, and let students learn actively, actively and exploringly in independent, conscious and free activities.

2. We should abandon the practice of instilling ready-made knowledge and conclusions into students, fully consider the needs of students' active development, and design flexible classroom questions with certain space and thinking, so that students can feel, compare and experience independently; At the same time, teachers should pay attention to the use of delayed evaluation to inspire students to think fully and extensively, and provide conditions for the development of students' personality and creative learning.

Verb (abbreviation of verb) conclusion

To sum up, we can draw a conclusion: in the process of teaching reform, the research on the effectiveness of group cooperative learning is to pay attention to students' subjective consciousness and put students' development in the first place, with the ultimate goal of enabling students to learn to learn and complete their self-development. The success of project research is not an overnight event, it needs the efforts of every stratum, and it is a process from quantitative change to qualitative change. All experimental schools and teachers need to unite sincerely, keep learning, keep working hard and strengthen communication. The work in the future is still arduous, but we firmly believe that as long as * * * works hard, keeps exploring and making progress, our research on this subject will certainly achieve results.