Group cooperative learning is the most widely used learning method in effective classroom teaching of primary mathematics. It is a form of teaching organization which takes group cooperative learning as the basic form, systematically utilizes the interaction among various factors, and takes group achievement as the evaluation standard to jointly achieve teaching objectives. Its essence is to improve learning efficiency and cultivate students' good cooperative quality and study habits. Because it is the result of collective deliberation, everyone has a sense of accomplishment when they succeed, and everyone takes responsibility when they fail. This can dispel the worries of many students, provide more opportunities for students, expand the communication channels between students and teachers and students, and provide space for students to study actively. It can not only make students think independently, but also meet their performance needs. Individual students are recognized by other members because of their efforts in the group, thus enjoying the joy of success and stimulating their interest in participating in teaching. Over time, when groups cooperate in learning, they will devote themselves to it with full enthusiasm and want to show themselves and express themselves better. So, how to give full play to the advantages of group cooperative learning?

First, set up a scientific team and build a learning platform.

Cooperative learning is a group-based teaching activity, and the organizational premise of cooperative learning is constructed. The composition of cooperative learning groups should be fine-tuned in parallel according to the gender, personality, grades and intelligence of each group member, so that the members with the same number have the same strength and the comprehensive level between groups is basically balanced. The cooperative group thus constructed is "heterogeneous within the group and homogeneous between the groups". Heterogeneity within groups lays the foundation for mutual assistance and cooperation, while homogeneity among groups creates conditions for open competition among all groups in the class. Generally, there are 4 cooperative groups, 4 adjacent cooperative learning and 2 deskmates. The requirements for space and site changes are not very high, and it is easy to achieve. Each group includes students with good, medium and poor grades. In this way, the strength between groups is equal, and it is possible to learn between groups, which is convenient for them to give play to their own advantages and specialties, to show the talents of middle school students, to exercise middle school students, to help students with learning difficulties, and to ensure fair competition between groups.

Second, design reasonable content to reflect the value of cooperation.

In primary school mathematics classroom teaching, some cooperative contents must be exploratory and truly reflect the value of cooperation. Not all classroom learning content should adopt group cooperation. If it is a simple learning task, students should try their best to solve the problems they can, so as to cultivate their ability to solve problems independently and avoid dependence. If it is a complex learning content, it can't be solved by students' independent thinking. At this time, group cooperative learning can be used to encourage students to discuss. Some teachers organize students' cooperative learning mainly to show the diversity of classroom forms and the enthusiasm of classroom atmosphere. Cooperation for the sake of cooperation is just a formality, which has little effect. No matter what cooperation, it has lost its significance and function. It is a waste of time to give students questions that are worthless or too simple and difficult to discuss. Those contents that are open, exploratory and interesting in mathematics learning are what we use in group cooperation. For example, when teaching circumference, students can be grouped and cooperate with each other to complete the measurement; This activity is very open and requires students to divide their work: several students measure and others record and calculate the measurement results. Through this study, students have mastered the use of measuring tools, recording methods, the application of area formula and the organization of language when speaking. This kind of content should not be missed when we carry out group cooperative learning.

Third, create a relaxed and democratic learning environment.

In order to ensure that the group activities can really arouse the learning enthusiasm of each student, the members of the group should establish a real cooperative relationship. Each team member should bear the corresponding roles and responsibilities. On the premise of respecting students' wishes, the role rotation system should be adopted to provide students with equal performance opportunities, so that students can get different exercises and improvements, so as to better realize the group's * * *. Therefore, teachers should strengthen the quality training of many students in group cooperative learning.

Tolstoy said: "Successful teaching needs not compulsion, but stimulating interest in learning". In the teaching process, students should also be inspired to be keen on finding and asking questions, actively exploring problems, and interacting with teachers and students to truly achieve the goal of group cooperation. Teachers should strive to create a democratic, harmonious and equal classroom teaching situation, so that students can put down their mental burden, break through the psychological shackles, communicate freely and speak freely. Form a kind of knowledge among students; Not afraid of wrong opinions, but afraid of no opinions; I'm not afraid to ask bad questions, but I'm afraid it's okay. In class, teachers must have a high tolerance for students' mistakes and guide students to discuss the problems found. Teachers should design communication problems; The problem of communication should reflect the coherence and profundity of knowledge. At the same time, teachers should carry out effective regulation to keep the discussion in a relaxed atmosphere. Only in this way can we arouse the enthusiasm of students' thinking, and strive to create a harmonious and lively chemistry classroom atmosphere with questions, surprises, arguments and competition, and only then can we get twice the result with half the effort. Therefore, group cooperative learning should pay attention to the growth needs of each student and create a good classroom discussion platform for different students; We should create a happy teaching atmosphere for students with love, dare to explore and seek differences, respect and protect students' enthusiasm for participation, encourage students, especially those with learning difficulties, to actively participate in various forms of activities, and give play to the function of collective cooperation and discussion. Before cooperative learning, students should be given enough time to think independently, because cooperative learning can only be effective if students are confused when solving a problem.

Fourth, use incentives.

In order to stimulate students' interest in group cooperative learning and give full play to its cooperative function, teachers should actively evaluate the activities of group cooperation, and evaluate, compare and compete among groups, which group is the most innovative, which group is the most disciplined, which group is the most United and which group is the fastest, and so on. The performance of team members should also be evaluated in stages, mainly from the aspects of active participation, friendly cooperation and serious and responsible work. Pay special attention to those who have certain difficulties in learning and give timely affirmation to their slight progress. Small prizes such as five-pointed stars and exercise books should be given to groups and individuals with good performance, and "cooperation stars" and "coordination assistants" should be selected regularly. Teacher evaluation plays a very important role in encouraging students to participate in activities and improving the quality of cooperative learning, so teacher evaluation must be stimulating, targeted, instructive and comprehensive. When students make presentations, they should pay attention to their listening, communication and cooperation, and give full affirmation and vivid and interesting rewards to groups and individuals with outstanding performance in time.