(A) the concept and connotation of learning groups

Learning group is a learning isomorphism with heterogeneous grouping in the class as the basic form. It is an innovative learning organization, which aims to promote students at different levels to study independently and explore cooperatively in the group, and to achieve their learning goals together. It also takes the overall performance of the group as the basis for evaluation and encouragement, and comprehensively promotes the harmonious development of students' knowledge, ability, emotion, attitude and personality.

Its connotation involves the following aspects: first, a learning organization that inspires all learners to share a common vision; Second, under the guidance of teachers, teaching and learning activities with heterogeneous learning groups as the main body; Thirdly, cooperative learning activities between peers and group learners, including autonomous learning and inquiry learning of group learners; Fourth, the evaluation is based on the total achievement of each group in the process of achieving the same goal in unit time; Fifth, carry out cooperative learning activities to achieve the teaching goal of * * * *; Sixth, teachers set questions in advance, assign learning tasks and preset teaching processes.

(b) Division of study groups

1. Division principle: Based on the basic principle of "homogeneity among groups, heterogeneity within groups, homogeneous pairing and heterogeneous assistance", the whole class is divided into study groups. The homogeneity among groups reflects the balanced development of group learning and lays the foundation for fair and just competition. The heterogeneity within the group creates good conditions for mutual assistance and cooperation. Homogeneous pairing means that students of the same level pair in a group to facilitate "learning from each other". Pairing mutual assistance embodies the hierarchical learning and gradient promotion of effective cooperation and friendly mutual assistance among middle school students.

2. Division basis: Similar to parallel classes, the whole class is divided into six to nine groups according to factors such as cognitive level, intelligence level, students' gender, personality characteristics, hobbies and family background, and ordinary primary schools and junior high schools can be divided into six groups. Each group is equivalent to the epitome or plate of the whole class and becomes a "small class". It should be noted that this classification does not label students as excellent, good, medium and poor, but is more conducive to hierarchical teaching, hierarchical learning, hierarchical training, helping the excellent and helping the weak, and promoting the whole.

3. The specific operation method of grouping:

Grouping reference case: six-step grouping method

The first is "recommendation". Candidates for learning leaders can be recommended in the form of self-recommendation or others' recommendation, and the number of candidates is not less than twice that of the group.

The second step is that the "acting" candidate gave a speech on the theme of "If I am a class cadre or team leader".

The third step is "decision". There are usually two ways to determine.

The first is the collocation of head and deputy head. According to the students' speeches, the class teacher and the members of the class committee discussed * * *, and finally determined six students as the group leader, six students as the deputy group leader, and one * * * twelve students. Twelve students freely combine to determine the leader and deputy leader of six study groups, and pay attention to gender collocation. Six groups in the class. The standard for determining the team leader is that learning must be above the middle reaches and have certain organizational and management skills. The main responsibilities of the team leader focus on learning management, and the responsibilities of the deputy team leader focus on daily management such as behavior, health and life. That is, leaders are learning leaders and deputy leaders are administrative leaders.

The second is the collocation of team leaders and discipline leaders. The team leader is responsible for the overall situation, and the person in charge of the subject is specifically responsible for the study of the subject. This way expands students' participation in management, which is of great benefit to cultivating students' management ability and enhancing their sense of responsibility.

The fourth step is to "divide", convene twelve leaders and deputy heads, and assign team members. According to the basis of division (referring to students' grades and combining other factors), the rest of the students are sorted, and the players are arranged according to the "S" type, and then all of them are assigned to each group. This is similar to dividing schools into parallel classes.

The fifth step is "adjustment", and students often need to make appropriate fine-tuning after allocation. Such as the ratio of male to female students, the balance of subjects, the collocation of subjects, the differences of personality and the differences of students' abilities. After a period of time, teachers make adjustments according to their actual situation, such as whether the team leader is United with the team members and the management ability of the team leader. Sometimes there is communication between the team leader and the team leader.

The sixth step is "platoon". Each group will gather the members of each group to rank in the group, and the specific position of each student in the group will be decided by the group leader and deputy group leader. But it is often the poor students in the middle, the poor students and the top students around, and the students at the same level sit opposite each other, which is convenient for students to learn from each other and help each other in pairs.

Besides the grouping scheme mentioned above, there are other feasible grouping schemes in practice. For example, a large class (more than 60 people) can be divided into nine groups according to the number of groups; Or six groups, each group is divided into two groups, each with a team leader.

Second, the study group construction

(A) Group cultural infrastructure

1. The group leader will organize members to discuss and formulate distinctive group names, training, rules, slogans, emblems and songs, and make them into group cultural symbols to inspire each member.

When making a group name, we should highlight the cultural theme, and lead students to have a positive, creative, novel and unique name according to the school cultural theme or school-running characteristics and class cultural theme and class characteristics, so as to build team cohesion, centripetal force and combat effectiveness. For example, a class in Tianhui, Hebei Province is called "Runzhi Class 3", and the class training is "Study hard and make progress every day". The group names are Yan 'an, founding ceremony, Red Jinggangshan, A single spark can start a prairie fire, and Light of Zunyi. For example, the name of a high school team in Wuhe No.2 Middle School in Anhui Province has soared, with three groups, four groups, seven hearts and one heart, and so on. , skillfully with the help of group order.

2. Make group rules according to the class rules, and make basic standard requirements from the aspects of self-study, discussion, presentation, completion and delivery of homework, self-study discipline, achievement of learning goals, etc., to ensure that every student can clearly understand the specific practices of each learning link.

3. The team leader is responsible for organizing various group activities once a week, such as group meetings, discussions and games. , so as to coordinate the relationship between team members, enhance the cohesion of the group, and form a United, diligent and active group atmosphere.

4. Class curriculum construction. At present, there are school-based courses, but "class courses" and "group courses" have not been developed. Just like the development of school-based curriculum, with the construction of class culture and group culture, the characteristics of class culture and group culture can also be developed into courses, such as class management, group learning, cooperation and exchange, research-based learning (courses), social practice in efficient classrooms and so on. Schools can make a useful attempt in this regard with the help of team learning construction. This will become a beautiful landscape in the school's efficient classroom culture.

(2) Group comprehensive training

1. Team Leadership Training

The training of team leaders is very important, and the following measures are suggested:

(1) Clarify the responsibilities and roles of team leaders. Improve the team leader's ability of group management, guidance, organization, coordination, inspection and evaluation in the study group;

(2) Hold regular meetings of study group leaders to understand their difficulties in thinking, learning and management and solve them in time;

(3) Let the team leader enjoy certain rights. Teachers should try their best to create a better learning environment for the group leader and provide better learning conditions and learning resources.

(4) Give affirmation, praise or encouragement to the team leader's work in time. According to Maslow's hierarchy of needs, human needs can be divided into physiological needs, security needs, belonging and love needs, respect needs and self-realization needs. The leader of a group should get due respect in order to better reflect the realization of its self-worth. This is the source of strength that inspires them to work harder for the group.

2. Team member training

(1) Establish the cooperative learning concept of "helping others is to improve yourself" among all students. The research also shows that this is scientifically based.

⑵ Pay attention to the performance of students with learning difficulties. Give targeted training and guidance in learning attitude, learning foundation and learning ability. Establish the concept of "there is nothing wrong with the presenter" and promote students with learning difficulties to participate in classroom learning, communication and display. Enlarge the advantages, narrow the disadvantages, show them to students with learning difficulties, pay more attention to the process, and pay less attention to the right or wrong results of the problem. To create a safe psychological environment for team members, the purpose is to make them dare to speak and actively participate in the classroom.

(3) Take bundling evaluation. From paying attention to the evaluation of individual students in the past to the overall evaluation of the group. In every link of study and daily management, it is evaluated in groups, and personal achievements are usually evaluated in groups. The purpose is to strengthen students' sense of teamwork, urge students to help each other in the group and improve the overall level of the group.

(4) within the scope of classes and schools, we should vigorously carry out collectivism education and team spirit education, and the selection of excellent study groups can be extended to the whole school, creating more public opinion space for class work.

In addition, there are many better methods that teachers need to actively explore and summarize in practice.

3. Efficient classroom routine training.

For example, how to carry out efficient classroom routine learning behaviors such as group learning, group learning, demonstration, interaction, feedback and evaluation, the use of learning guidance plan and the arrangement of learning plan. Limited to space, I won't go into details here.