As a communicative language, Chinese requires students to be able to use it freely. How to make every student participate in Chinese communication activities as much as possible, so that their language communication ability can be developed and improved, is an important problem facing our Chinese teachers.
Although the face of Chinese classroom teaching in primary schools has been greatly improved, there are still many phenomena, such as more teachers explaining, less students' activities, more students' independent operation and less mutual assistance and cooperation activities. Teachers don't pay enough attention to "people" and ignore emotional input; Students' subjectivity is not fully reflected, and autonomous learning is ignored; Emphasis on teaching and students' independent operation, ignoring cooperative learning; Paying attention to problem solving and ignoring the cultivation of problem consciousness ... Reflecting on these existing problems gives us an urgent task to change the status quo-how to change teachers' views on education, teaching and students? How to overcome students' negative emotions in study? How to return the classroom of Chinese teaching to students and make the classroom full of vitality? Through years of teaching practice, I found that it is an effective and feasible solution to use group cooperative learning in Chinese teaching.
First, the theoretical basis of group cooperative learning
Group cooperative learning creates opportunities for students to actively communicate in class, which is of great significance for students to form good interpersonal relationships, develop good cooperative consciousness and cultivate cooperative ability in communication. In stimulating students' subjectivity, students are the main body of learning, which requires students to be given enough time for activities in a short classroom time, including time for mutual exchange, mutual inspiration and exploration and innovation. Group cooperative learning can better solve this contradiction, let students explore and learn from each other in a harmonious atmosphere, and gradually cultivate their exploration spirit and innovation consciousness. The practice of Chinese classroom teaching also proves that multi-directional communication allows students to learn from each other in addition to teacher-student communication, which is conducive to the formation of a positive classroom atmosphere, the exchange of more information, the mutual help and inspiration among students, and the development of students' ability.
Second, create a reasonable learning environment for group cooperation in Chinese teaching.
First of all, we should form a Chinese learning group. When forming a study group, we can follow the grouping principle of "heterogeneity within the group and homogeneity among the groups". In the actual Chinese teaching, I help students form a study group of three or six people according to their learning level and individual differences. When forming a study group, I try to follow the grouping principle of "heterogeneity within the group and homogeneity between groups" (sometimes I can form a homogeneous group according to the needs of learning content) to help students group. "Intra-group heterogeneity" means that for each group member, they have different personality characteristics and the development of various abilities is also different. Everyone has their own unique aspects, and the students are also different. "Homogeneity among groups" means that each cooperative group is equal in the number of personnel and comprehensive strength within the group, and there is no obvious difference between groups, so as to strive for balance and facilitate fair competition. Members of each group are assigned roles and share leadership. According to the grouping principle of "heterogeneity within the group, homogeneity among the groups", the cooperative group can fully mobilize the participation consciousness of each group member, avoid the obvious difference in the quality of the task completed by the group, and also help teachers to evaluate the group and enhance students' successful experience. For example, in my experimental class, students' knowledge base, hobbies, learning ability and psychological quality were comprehensively evaluated, and then I matched the whole class into several heterogeneous learning groups. The learning ability and level of each study group member strive to make it hierarchical and make the group members realize learning interaction. My middle-grade experimental class is divided into three groups, each group has a recorder, a reporter and a liaison; The experimental class of senior three is a group of six people, including recorder, reporter, liaison, prosecutor, receiver and group leader. In ...
This is the "little gentleman" created by Mr. Tao Xingzhi. After a period of time, the group will rotate (the same role will be held for a while at first, and then the rotation time will be gradually shortened). The construction of the group should be relatively balanced, adjusted voluntarily and kept dynamic (it can be role conversion within the group, post rotation between groups, individual student adjustment, etc.). ). After the establishment of the Chinese learning cooperation group, the members of each group are required to be friendly, frank, democratic and equal. As a teacher, I will organize some games in the Chinese study group at the right time, such as "Climbing the peak of Chinese wisdom", "Climbing the ladder to win the red flag" and "Group Chinese reading contest", so that students can always experience the joy of successful group cooperation and sincere feelings of mutual care in the games, which not only learns to cooperate, but also enhances their self-confidence.
Secondly, students' seats should be carefully and skillfully arranged. According to the number of students in the experimental class, I adopted a variety of seating arrangements. There are fan arrangement, double horseshoe arrangement, "T" arrangement, Tian Zige arrangement, plum blossom arrangement and so on. This arrangement of students' seats makes the information exchange in my Chinese classroom teaching no longer a one-way or two-way communication between teachers and students in the traditional sense, but a two-way, multi-directional, three-dimensional and multi-directional communication between teachers and students. In this kind of communication, teachers become ordinary members of the group, and teachers and students exchange information equally and widely. Group cooperative learning has become an effective learning method in Chinese classroom teaching.
At the same time, we strive to maintain the level of each study group (intellectual foundation, academic performance, learning ability, etc.). ) relatively balanced, that is, each group has a certain number of gifted students and outstanding students, and the number of male and female students is relatively balanced. The advantage of establishing a group in this way is that each group can discuss, and the students in the group can help each other and communicate deeply, so as to gain a positive emotional experience, which is more conducive to fair competition and mutual help among groups under the same conditions. Students make appropriate adjustments to participate in their own groups on a basic voluntary basis. The advantage of this is that it can fully mobilize the enthusiasm of each student to participate in group cooperative learning. Of course, after the formation of the study group, it is not static. Usually I will change it two or three times a semester to solve the contradictions and problems in the process of Chinese learning in time from the personnel structure and ensure the smooth development of group cooperative learning.
Third, cultivate students' cooperative skills in Chinese learning in groups.
Learning cooperative skills is the premise of smooth cooperation. General cooperation skills include: expressing thanks → responding to thanks; Pay attention to what others say; Praise → respond to praise; Wait patiently → try not to let others wait; Ask for help → offer help; Apologize → accept the apology; Encourage others to participate → response to encouraging participation; Ask questions → answer questions; Rejection → response to rejection; Interrupt others politely → accept being interrupted politely; Make suggestions → respond to suggestions; Ask the reason → provide the reason; Seek feedback → provide feedback; Criticism → respond to criticism; Euphemistically disagree → reply to disagree; Let the group return to the activity; Observation and evaluation group activities; Persuade others; Explain, compromise, etc.
The process of group cooperative learning is also a learning activity process in which group members adjust, improve and complement each other. Every team member's learning behavior will be constantly suggested, reminded and corrected by his partners. At the same time, each team member should also pay attention to others and often put forward his own views and opinions. This requires students to learn to respect each other, be good at accepting and respecting others' labor and efforts, respect others' way of thinking and behavior, accept others' reasonable suggestions seriously and humbly, and even dare to deny themselves. Everyone's creative potential can be brought into full play in the psychological atmosphere of being outspoken, accepting good advice, actively cooperating and living in harmony.
Fourthly, implement multi-dimensional evaluation methods to improve the effectiveness of group cooperative learning.
"Evaluation is a lamp that can illuminate the direction of students' learning. "The new round of curriculum reform advocates curriculum evaluation based on process and promoting development, which is not only the reform of evaluation system, but also the reform of evaluation concept, evaluation methods and means and evaluation implementation process. Teachers should adopt positive and encouraging evaluation methods to encourage students to actively participate in study group activities. In my experiment, I take a positive and encouraging evaluation of students and encourage them to actively participate in study group activities. In teaching activities, I not only evaluate students' learning attitude, learning ability and learning effect, but also evaluate the learning attitude, learning ability and learning effect of the learning group. Through the experiment, I deeply feel that teachers' timely and multi-dimensional expectation and evaluation are very important for students who participate in Chinese group cooperative learning! Therefore, the rational use of multidimensional evaluation is an indispensable part to improve the effectiveness of Chinese group cooperative learning mode.
When I teach Chinese, I evaluate students' cooperative learning in Chinese groups in various ways. Judging from the evaluation methods, there are individual evaluation and group evaluation, self-evaluation and peer evaluation, student evaluation and teacher evaluation. The former is the main one, but it can be combined in many ways. From the evaluation content, there are process evaluation and result evaluation, among which the process evaluation is the main one, which mainly evaluates the behavior, enthusiasm and participation of students in group cooperation and the changes of students' emotions, attitudes and abilities in activities; Judging from the functions of evaluation, there are mainly appreciation functions (recognizing and evaluating students' participation behaviors and effects through evaluation, giving value affirmation, so as to promote mutual learning), guidance functions (guiding students' learning and inquiry behaviors to a scientific and correct track through evaluation, and guiding students to constantly "collide, dock and merge" in cooperation) and incentive functions (encouraging and giving spiritual support to the evaluated through evaluation, so as to exert their greater creative potential).
Whether the evaluation mechanism can be used well is the key to the effectiveness of group cooperation, which is especially effective for protecting students' learning enthusiasm, creating a positive and harmonious learning environment and interpersonal relationship, cultivating students' sense of competition and cooperation, enhancing students' sense of collective honor, establishing a high sense of responsibility and enhancing their self-confidence in learning. Correctly evaluating and being evaluated is also one of the basic qualities that students must have in the future.
Fifth, the effectiveness of the application of group cooperative learning mode.
Group cooperative learning mode has been used for nearly two years. As front-line teachers, we deeply feel that the application of this model is more conducive to students' participation in the whole process of Chinese learning. Students learn lively, everyone can feel the joy of success, and the learning efficiency is obviously improved. It can not only explore the internal potential of individuals, but also cultivate the spirit of cooperation between the collective and the group. Our summary mainly includes the following aspects:
1. Realize the new classroom mode of "teaching in small classes and large classes";
As a century-old prestigious school, the number of students in each class in our school is relatively large. In the actual Chinese teaching on weekdays, the effective application of group cooperative learning mode can help us realize small class teaching in large classes.
The so-called "teaching in large classes in small classes" is to turn large classes into groups through effective group cooperative learning. The teacher issued a clear cooperative learning instruction to each group, and several people in the class immediately gathered in groups to form a study group. Under the reinforcement of teachers' different instructions, this kind of group aggregation has formed effective group learning activities that can make different responses, and the classroom teaching mode has changed from many individuals to a limited number of small groups.
2. It is beneficial to cultivate students' cooperative spirit and team consciousness from an early age;
Group cooperative learning mode requires students to learn to cooperate with their peers. From various forms of group cooperation in the classroom to the topics of group research outside the classroom, students need to complete the tasks and topics assigned by teachers through the collective wisdom of the group. Members should unite and cooperate, help each other and solve problems in effective communication and exchange.
In the evaluation, teachers consciously strengthen group performance and weaken individual effect. Every member will unconsciously connect the group's collective interests with individual interests, enhance the sense of collective honor, let each student truly realize that "I am happy when the group is proud", and cultivate students' cooperative spirit and team consciousness from an early age.
3. It is conducive to improving teaching efficiency under the premise of "double burden reduction"
The adoption of group cooperative learning mode has greatly improved students' Chinese learning efficiency. Because each group has a clear division of responsibilities, each group will operate effectively according to the tasks assigned by the teacher after class. For example, after I finish a talk, students will be able to have the inspectors carefully check the work of other members of the team the next morning. The group leader is responsible for checking the dialogue reading of the group members before noon 12, and making grade evaluation. The evaluation form of team members will be handed over to the class representative before school in the afternoon, which will help the class representative to conduct spot checks every day and effectively supervise the team work.
It is precisely because of the effective use of group cooperative learning mode that many mechanical written assignments have disappeared and been replaced by small topics and small textbook dramas of group research. Both students and teachers obviously feel that the burden on their shoulders is light, and students' interest in learning Chinese has been greatly improved. In the district language test, the excellent rate and qualified rate are among the best.
Six, teachers should pay attention to several problems in the use.
1, dealing with the time allocation of collective teaching and group cooperative learning. In the current Chinese teaching practice, only by effectively combining cooperative learning with collective teaching can it help to improve the efficiency of Chinese classroom learning. In a large class, it is particularly important to handle the time distribution relationship between the two. In the process of classroom teaching, teachers should allocate the time needed for collective learning and collective teaching scientifically, effectively and reasonably according to what they teach.
2. Teachers should define the task of cooperative learning. At the beginning of group cooperative learning, students often make a mess in class because they don't know what to do, which will make teachers unprepared. Therefore, every time you start group cooperative learning, the teacher should first put forward clear tasks and requirements, so that students can cooperate around a certain theme. Teachers' requirements should be graded. When students have not fully adapted to the form of group cooperative learning, don't set too high requirements, but gradually improve the requirements with the proficiency of students' cooperative skills.
3. Introduce competition mechanism and incentive evaluation. Group cooperative learning is the cooperation between group members, but there must be competition between groups. Only by establishing the mechanism of "intra-group cooperation and inter-group competition" can cooperative learning play a better role. Teachers should encourage and praise well-behaved groups in time to stimulate their enthusiasm for participating in cooperative learning.
4. Pay attention to cultivating students' cooperative consciousness and ability. The reason why cooperative learning is introduced into Chinese classroom teaching is also to meet the social demand for talents and Chinese learning. Students master cooperative skills in classroom learning, which can not only improve the efficiency of Chinese learning, but also enhance their ability to communicate with others. Teachers should create various opportunities for students in teaching and consciously cultivate their sense of cooperation and skills.
Group cooperative learning mode is widely used in Chinese teaching and has good application value. It provides a good teaching atmosphere for every student to participate in learning, and lays a solid foundation for developing students' cooperative quality and improving their comprehensive quality and lifelong learning ability. I believe that the group cooperative learning mode in Chinese teaching will continue to develop and improve with our application in teaching practice. However, in cooperative learning, how to improve the participation of excellent students, establish the leading role of "Mr. Xiao" and "Mr. Xiao" in cooperative learning of Chinese groups, put an end to the phenomenon of "small authority" and make every student develop to the maximum extent will be an important research topic.