? ? Experience of group cooperative learning Chapter 65438 +0
The teaching mode of learning differentiation pushes group cooperative learning to the forefront of classroom teaching mode reform. Although cooperation methods such as group discussion are often used in previous classes, the teaching mode of learning differentiation pays more attention to the effectiveness of group cooperative learning for each student, and? From outside to inside? A lot of contents have been strengthened to help achieve this effect, such as students' study habits, listening habits, division of labor and mutual evaluation.
Personally, I am well aware of the great promotion of real group cooperative learning to students' learning, and I also look forward to this ideal state of students' learning put forward by group cooperative learning, but in practice, most of us just work with an imitation attitude. Formally, we divide students into study groups, sit together and use group cooperative learning to reflect students' subjectivity. We thought that smooth learning encountered many difficulties, forcing us to slow down and stumble. The problem is teamwork? Outside? These links have not kept up. I think if we blindly pursue the form in place from the beginning and neglect the cultivation of students' study habits and attitudes, we should put the cart before the horse, and the difficulties on our way forward have not been removed. How can we move forward smoothly? So how can we make it smooth?
First of all, we must clarify the purpose of learning.
Group cooperation is an open and free way of learning. Learning should have a clear purpose, otherwise it will become a mere formality. When students really can't solve problems by themselves, cooperation is necessary; Discussion is valuable when there are different views and different ideas. Some teachers organize students into groups in class, ask some questions or tasks, and then let students explore and communicate in groups. However, most students become a mere formality in cooperative learning. It is good to discuss the questions raised by the teacher. The representative of each group will report on the communication of your group. ? This is a situation, when teachers assign cooperative learning tasks, the division of labor within the group is not clear, which leads to the lack of effective cooperation.
Second, we should seize the opportunity of cooperation.
The content of cooperative learning should be valuable. In order to let students have extensive participation, teachers should cooperate with students to discuss any problems, and some problems that have no thinking ability or are simply ignored are full of them. Students are not interested in participating in the discussion, and classroom time is wasted, which makes teaching efficiency get twice the result with half the effort. This kind of cooperative learning not only can't solve the problem, but inadvertently deprives students of the opportunity to think independently and learn independently, which violates the true meaning of cooperative learning. Therefore, group learning must be based on autonomous learning, otherwise it will produce dependence. It can also be boring to always explore together.
Third, the top students are in a dominant position in the group and bear the main responsibility, while the underachievers are in a subordinate or neglected position. However, some underachievers are always half a step behind the top students because of their weak foundation, lack of participation and initiative, and less profound thinking agility. They virtually lost the opportunity to think, speak and express, and were deprived of the right to study in disguise to some extent.
Group cooperative learning is an effective and feasible learning method. As long as we use it correctly and standardize it reasonably, I believe that the competitive consciousness, team spirit, ability to do things, communication art and other modern people's cooperative qualities can be greatly demonstrated and improved. In a word, the good learning quality of group cooperative learning can not be formed overnight, but can be gradually matured through constant guidance, long-term edification, mutual discussion, constant reflection and correction.
Experience of Group Cooperative Learning (2)
Group cooperative learning advocates teachers, okay? Director? Are the students good? Actor? . This not only lightens the burden on teachers, but also improves students' enthusiasm and participation in learning, which is conducive to establishing a harmonious, democratic and cooperative relationship between teachers and students. In group cooperative learning, students carry out activities around the problems designed by teachers in the study group, help each other and learn from each other, which is conducive to developing classroom interpersonal communication resources, establishing a comprehensive and complete teaching communication structure, raising the interaction between students to an unprecedented height, and giving students the opportunity to learn from each other and improve together.
Under the guidance of the new curriculum reform in our school, all teachers in our school explore group cooperative learning in concrete practice, and I also try to use group cooperative learning in classroom teaching to improve students' learning efficiency. In the process of trying, I think cooperative learning can enliven the classroom atmosphere and help students build their self-confidence in learning.
Because group cooperative learning is outstanding? People-oriented? Has this teaching idea been fundamentally established? Student-centered? Dominance, abandoned? The teacher filled the classroom and the students listened quietly? Stereotype. In cooperative activities, teachers often design some competitive activities, such as making dialogues, doing surveys and interviewing journalists. Do everything possible to make students move, make the classroom alive, and make the classroom atmosphere full of passion and freedom through students' brains, mouths and hands. This not only conforms to the purpose of education, but also stimulates students' potential of seeking truth, being kind and loving beauty, so that they can actively, reasonably and effectively participate in the teaching process. Under the influence of this teaching concept, students' peer group resources in the classroom have been fully valued. In the practical activities of group cooperation, students try their best to experience the infinite charm of cooperation and the great strength of the collective, so as to experience the happiness of successful cooperation and the confidence of realizing self-worth. After repeated positive inner experiences in each class, students' subjective consciousness can be awakened and established, so that they can realize? I'm really fine! I'm no worse than others! ? Group cooperative learning helps to stimulate students' thirst for knowledge and make them full of enthusiasm for mathematics learning from beginning to end.
Group cooperative learning is helpful to teach students in accordance with their aptitude and truly achieve the goal of developing every student.
Group cooperative learning overcomes the shortcomings of low teaching coverage, insufficient practice opportunities and insufficient training, and gradually changes the passive learning style of students who are lazy, lazy and overly dependent on teachers. In the process of group cooperative learning, students communicate, identify, complement, influence and promote each other in knowledge, ability, interest and quality. This way of learning can solve individual differences, narrow polarization and help to teach students in accordance with their aptitude.
In the future teaching, I will, as always, carry forward the spirit of group cooperation, so as to better improve the efficiency of classroom learning.
? ? The Experience of Group Cooperative Learning Chapter III
Chinese curriculum standard puts forward: actively advocate independent, cooperative and inquiry learning methods. With the deepening of the new curriculum, many educators have realized the importance of group cooperative learning and are constantly practicing and trying. When working in groups, students express their opinions and learn from each other's strengths; Different opinions, blushing, is really brainstorming, and there are many benefits. However, when I am listening to lectures or practicing by myself, I often see that during the activity, some people talk a lot, while others are stunned. Or you can read yours. I miss mine. I think there are the following reasons why there are such different landscapes in cooperative learning combined with my teaching practice and reflection in this field in the past three years.
1. Is the teacher's concept really updated?
Have teachers really integrated into group learning and experienced the happiness of group learning with their classmates? When you can really share joys and sorrows with them, group cooperative learning will have its own vitality. Just like a newborn, will the baby grow up healthily without sincere care and careful care? When dealing with group learning, teachers' views should be consistent with those of newborns. Teachers are the designers and guides of teaching. Imagine, if even the teachers themselves think that group cooperation is just a form or just for the convenience of learning, and they lack the expectation and enthusiasm they deserve, how much can the students' freshness and enthusiasm last? I can't help thinking of a Chinese teacher in my primary school. I don't think I would want to learn Chinese without her eyes full of expectation, trust and self-confidence. Therefore, whether group cooperation can effectively and continuously play its role is a very important factor, which can be said to be a decisive factor.
Second, is the group collocation carefully arranged or laissez-faire
The quality of group collocation is directly related to whether the role of groups is played well. Combined with previous teaching experience, grouping matching can be divided into several steps: 1. First, it can be natural matching, so that the group can spontaneously elect a team leader. 2. Reorganize the team according to the reasons. After a period of experiments, many matching problems will gradually emerge, such as "teacher, he said nothing", "teacher, he has been playing", "teacher, they are talking" and so on. Teachers should not let themselves go, nor should they simply deal with it. It is best to ask the students with questions patiently, talk alone, gently persuade them, and reorganize the group according to the reasons so that the advantages and disadvantages tend to be reasonable. 3. Turn weakness into advantage. In group reorganization, it is more important to stimulate the self-confidence of problem students, give more care and encouragement, create more opportunities for them to express themselves, and turn disadvantages into advantages to participate in group learning. If teachers keep discovering weaknesses and constantly reforming, then the final situation must be full of vitality. Of course, this requires the efforts of teachers.
Third, how strong is the group consciousness?
After forming a lively group, one problem to be considered is how to stimulate the group consciousness of the group. A cohesive group is of greater significance. Among them, we cultivate not only the spirit of cooperation, but also the sense of responsibility and honor. With group consciousness, in turn, we can unite the members of the group, and each member of the group can consciously play their own intelligence. The group consciousness of the group needs the teacher to stimulate. Appropriate competition can be introduced. If an assessment system is established, which group speaks well _, add a star or flowers to encourage. Of course, this kind of reward should be fair and objective, not excessive, and should be an affirmation of the words that convince everyone. Let children realize the preciousness of rewards and encourage them to actively strive for them.
Fourth, is it a group cooperation or an organic combination?
Just like any living thing, it is not enough to have expectations and wishes. Its growth and development also need necessary nutrition. The same is true of group cooperative learning. If there is no suitable cooperative learning environment and opportunities, it will still exist in name only.
We should actively create and choose suitable cooperative situations in teaching. There are many things to explore in the new textbook. For example, in the fourth volume of the new textbook "Three Sons", most classes can be learned through performance, which is a good practical situation to stimulate inquiry thinking and cooperation. We can let the children discuss in groups and design a plan of who will perform and how. This has greatly stimulated students' spirit of cooperation and sense of inquiry. Children with active thinking, like children who don't like acting, actively design various schemes. Finally, it introduces the group's plan and participates in class communication.
But we can't solve all the problems in groups everywhere, otherwise students will find it boring. Appropriate combination of _ thinking, hands-on solution, guidance from teachers or other students, so that students always have a sense of freshness and maintain a strong thirst for knowledge. Besides, in fact, not all language problems are suitable for cooperative teams to solve. For example, when learning the truth contained in the text, students can think, and then let them talk about their own ideas and express their views, which can cultivate students' ability to use knowledge. If we use cooperation to solve it: first, waste time. Second, waste everyone's energy.
Fifth, ignore the cultivation of students' learning ability.
_ Learning ability is also a very important ability. Whether a person can develop well depends largely on whether he has good learning ability. Imagine, blindly relying on and imitating, without their own opinions and innovations, can social development pin their hopes on such people? Therefore, cooperative learning should be organically combined with other learning, especially learning, and we should have our own thoughts on cultivating cooperative spirit. Really express your views, learn from each other's strong points, blush, and brainstorm.