In ordinary daily life, we often see the figure of paper. By writing papers, we can cultivate our ability of independent thinking and innovation. Still at a loss for the paper? The following is my strategic paper on effectively carrying out "group discussion" in primary school mathematics classroom teaching, for reference only. Welcome to reading.

Abstract: As a traditional subject, mathematics plays a very important role in basic school education. This paper first analyzes the teaching purpose of group cooperation method, and then from the perspective of methodology, taking the new curriculum standard textbook of People's Education Press as a case, expounds how to use group cooperation method in mathematics classroom, in order to bring thinking and enlightenment to the current primary school mathematics teaching.

Keywords: group cooperation; Primary school mathematics; student

1, the teaching purpose of group cooperation method

1. 1 Stimulate students' subjective initiative.

In the group cooperative learning mode, each student has his own responsibilities and tasks to complete. For example, some students focus on the calculation of data, some students focus on the drawing of charts, and some students focus on combing and expounding the learning results. The academic performance of each member of the group will affect the learning quality of the whole group, which will undoubtedly encourage students to give full play to their talents and wisdom, fully release their personal potential and devote themselves to learning. In this rich and positive learning atmosphere, students' subjective initiative can be better stimulated, thus improving the quality of the whole mathematics classroom.

1.2 cultivate the spirit of collective mutual assistance and cooperation

One of the principles of group cooperative learning is that teachers should adhere to the principle of "learning from each other's strengths to complement each other" when grouping members, that is, each member in the group has different ability advantages, and its purpose is to enable students to learn from each other and cooperate. For example, students with good data computing skills can share their experiences with other students in the group. For example, learning with good spatial thinking ability can also drive other students to try their own way of thinking together. In this way, students will not give up easily even if they encounter math problems they don't understand in their study. Instead, you can consult the students in the group, study and analyze with them, and answer their doubts. In the long run, students' collective mutual assistance and cooperation will be strengthened, and the teaching efficiency of the whole mathematics class will also be improved.

2. How to apply group cooperation teaching method in mathematics classroom?

2. 1 Cooperation in scenario simulation

In order to make students' learning more "immersed", teachers can also combine group cooperation teaching method with situational teaching method to let students cooperate in situational simulation. Take Unit 1 "Hours, Minutes and Seconds" in the first volume of Grade Three as an example. The main content of this unit is to focus on the three measurement units of hour, minute and second, and ask students to master the expression and calculation of time. In class, teachers can simulate a fairy tale situation of "time kingdom". In this situation, the three brothers, the hour hand, the minute hand and the second hand, were scattered by the invasion of the dark forces. With the help of the messenger of justice, the three of them recalled their own nature, characteristics and significance. And get together again under the guidance of the messenger of justice, and once again become the time-telling tool of the fairy tale kingdom. In this case, students who simulate the hour hand, minute hand and second hand need to sort out the properties of these three timing units one by one in the teaching materials, and students who simulate the messenger of justice need to inform them of the mutual conversion relationship between these three timing units and how they closely cooperate to form a time operation system, and finally display all kinds of time correctly according to the way of time calculation. In this class, first of all, the fairy-tale situation undoubtedly adds a lot of childlike interest to the knowledge content and makes students more interested in learning. Secondly, the plot development in the situation is accompanied by the difficulty of knowledge of time, minutes and seconds from shallow to deep, which means that the process of students promoting the plot is the process of gradually mastering knowledge. Thirdly, every role player in the situation must cooperate with other students after completing his role, so as to finally realize the story ending setting of "saving the kingdom of time", which undoubtedly makes group cooperation more reasonable and natural.

2.2 Cooperation in thematic tasks

In order to make students' learning more targeted and directional, and not deviate from the theme content, teachers can combine group cooperation with theme task method, so that students can cooperate in theme tasks. For example, the first volume of the sixth grade, "departmental statistical chart", the main teaching goal of this unit is to make students realize the importance of charts to data statistical processing and how to choose the appropriate statistical chart. To this end, teachers can design several themes. For example, students' height, birth month, weight, the results of the last unit test/classroom test, the time to rest at night, the time to get up in the morning, the time needed from home to school and so on. Take 4-6 students as a group, and each group randomly selects its own research topic and conducts an investigation accordingly. For example, the group drawing height information can follow the process of "data collection → data collation → chart drawing → chart analysis → conclusion drawing", and each student has his own task unit. Finally, everyone will get together and analyze the fan chart drawn based on this data to see what rules can be seen, such as which range most students are concentrated in, which probably accounts for the height of the class. For example, if other statistical charts are used to present these data, what is the effect and what statistical purpose should the pie chart meet? It can be found that when students cooperate in groups with clear tasks, their purpose is stronger and the cooperation effect is better.

2.3 Cooperation in Open Learning

In order to give students more opportunities to play independently and more space, teachers can also let students cooperate in open learning. For example, the fifth-grade books, such as the addition and subtraction of scores, teachers can let students study this content independently in groups, and finally each group will share their learning results with the whole class in class. For this kind of open learning mode, which only limits the content and direction, but not the form and type, students have greater flexibility in cooperation. For example, some groups focused on sorting out the laws of special fractions in addition and subtraction, and gave several examples. For example, some groups highlighted some characteristics of the score operation with the highest occurrence rate in the exam, and compared it with various exercises to illustrate. For example, when reporting and sharing achievements, some groups choose a representative to imitate the teacher on the podium to explain. Some groups have produced a document report, which combines words, data and charts for the whole class to circulate. It can be seen that in this open learning mode, every student has the opportunity to "speak", and each group can also learn in its own way, learn from each other's strong points and work together to complete it, which is of great help to cultivate the tacit understanding between students.

3. Conclusion

In the new curriculum reform, students' dominant position in learning is emphasized, so that students can have greater initiative in learning. Group cooperation can not only enable students to study independently in the form of collective units, but also avoid the inertia that may occur when studying alone, and also enable teachers to achieve the maximum teaching output in unit time, so this teaching method is also welcomed by teachers and students. In the future classroom, teachers should better integrate mathematics knowledge and run through the mode of group cooperation, so that students can gain friendship and growth in cooperative learning and mutual assistance.

References:

[1] Tian Duohu. On the application of group cooperative learning in primary school mathematics teaching [J]. New curriculum (1), 20 17(05).

[2] Feng. Teamwork, Experience Success —— An Analysis of the Cooperative Teaching Model of Mathematics in Primary Schools [J]. New Curriculum Guidance, 20 17( 18).

[3] Zhang Yanhui. On the effective implementation of group cooperative learning in primary school mathematics classroom teaching [J]. New campus (interim), 20 17(05).

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