Group cooperative learning (also known as cooperative learning) first appeared in the United States in the 1970s, and was widely used in the teaching practice of primary and secondary schools. In addition to the unique social and cultural background of the United States, it is mainly because of the need to overcome the disadvantages of traditional teaching, reform classroom teaching and improve teaching efficiency. It introduces the cooperative principle of social psychology into teaching and emphasizes the promotion of interpersonal communication to cognitive development. Because of its remarkable effect in improving the social and psychological atmosphere in the classroom, improving students' academic performance in a large area, and promoting students to form good non-cognitive quality, it has quickly attracted the attention of all countries in the world, and has become one of the mainstream teaching theories and strategies in the contemporary era, and has been hailed as "the most important and successful teaching reform in the past decade". Mathematics curriculum standards also say that effective mathematics activities can't rely solely on imitation and memory, and hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. Therefore, it is very necessary to carry out the research of group cooperative learning.

Second, the feasibility and main problems of developing group cooperative learning research

(1) About action research?

1. Action research is a practical research method for primary and secondary school teachers, which embodies the characteristics of "problem is subject, teaching is research, and growth is achievement" in primary and secondary school education research.

2, action research is to find problems from the actual work, the problem is in the actual work process, with the participation of practical workers and scientific research experts, so that the research results are understood, mastered and implemented by practical workers, so as to achieve the purpose of solving practical problems and improving practical behavior.

3. The characteristics of action research are as follows: research purpose-research for improving action, research object-research on action, research environment-research in action, research on researchers-actors, research scope-the scope involved by researchers' actions, research process-adjustment while acting, research results-improvement and development of actions.

4. Action research is a reflective study of primary and secondary school teachers' own educational practice, and it is a popular research method suitable for popularization. The beginning of action research is the definition and analysis of problems; Action research should reflect on the action plan and its implementation, and improve the action on this basis. The focus of action research should be daily classroom teaching.

5, engaged in action research generally follow the following procedures: (1) clear the problem; (2) Establish the action goal and plan to solve this problem; (3) act according to the plan, record actions and collect data to confirm the degree of achieving the goal; (4) sorting out relevant materials and summarizing the general principles, strategies and methods between actions and goals; (5) Further test these principles, strategies and methods in the following actual scenarios.