In the research at home and abroad, most studies equate learning with learning groups, and most schools or classes have cooperative learning in groups. The members of the groups are scattered in the sand, and there is no clear goal or action guide, just some learning members nearby, and there is almost no difference. Dangrang, although there have been similar studies in recent years, there is even an open class on this topic. After reading several classes, I found that it has certain effects. Although the strategic orientation of the paper has high theoretical value, it is not practical, or it is limited to the study of study groups, and does not integrate the training of teachers with the participation in group activities. New Education Professor Zhu Yongxin has his own unique ideas, and I hope to turn some of his ideas into reality.

Second, the content of the study

(A) the core concepts of this topic and their definitions

"Double reduction" refers to effectively reducing the excessive academic burden and off-campus training burden of students in compulsory education.

"Peer-to-peer learning * *" is a learning group composed of 4-6 students, who participate in classroom activities, cooperate in division of labor and actively communicate, thus increasing teachers' participation in intra-group communication, aiming at completing the learning task of * * *, promoting the all-round growth of members and teachers' own progress, emphasizing interactive learning guidance in the learning process and sharing various learning experiences through interpersonal communication, communication and sharing. "* * * the same body" means paying more attention to training, rather than being a mere formality or simply assigning tasks. The key point is to emphasize interpersonal communication and play a group dynamic role in learning.

The research purpose of the project "Practical Research on Junior Middle School Mathematics Learning * * * Training under the Background of Double Reduction" is to actively promote the reform of classroom education and teaching, and carry out a series of targeted mathematics teaching activities based on learning * * * training (a relatively fixed study group) to cultivate students' cooperation ability and communication ability, so that every member can join in and reduce students' anxiety. At the same time, appropriate group learning evaluation is also carried out, so that the learning group has both pressure and motivation, lays a quality foundation for future study and work, and is good at expressing and sharing.

(2) Specific content

1. Form the strategy of establishing learning isomorphism, and construct learning isomorphism reasonably.

* * * The key to the smooth development of peer-to-peer learning lies in the high efficiency of learning groups and the construction and cultivation of good groups.

(1) team building research

A. Basic morphological study

In terms of composition, there are reasonable differences in gender, academic performance, intelligence level, personality characteristics, family background, etc., which makes each group a microcosm or plate of the whole class. The cooperative learning group constructed in this way conforms to "heterogeneity within the group and homogeneity between 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.

B. Research on operating mode

The head teacher and the teachers of all subjects will coordinate and fine-tune the group in parallel according to the proportion structure of each group member in gender, personality, achievement and intelligence, hoping to help each other and make progress together.

C. Research with academic leaders

Each group selects academic leaders, academic leaders and leaders on duty according to students' interests and overall planning of the group. Every group will have some poor students, but it doesn't mean that they are poor in all aspects. These students can serve as academic leaders and duty leaders, and try their best to make every member of the group bear certain responsibilities or tasks, so as to fully mobilize the enthusiasm of each student.

D. Conduct research on group culture construction

After the establishment of learning community, we should start to build group culture. The basic contents of group culture include: loud and positive group name, eye-catching and meaningful group emblem, warning group training, concise and targeted group rules, short-term and long-term goals (reflection on the realization of goals), clear and detailed responsibility distribution, and other contents formulated by each group according to the actual situation of the group. These contents are designed by all members of the team.

E. Research on the training of teams and team leaders

Students' learning style has changed fundamentally from traditional classroom to efficient classroom, and there is an adaptation process. In order to make students adapt to and use efficient classroom mode as soon as possible, group training is essential.

2. Research and develop the infiltration mode of junior middle school mathematics "learning with the same body" classroom teaching mode.

(1) Design a group cooperative learning process suitable for our school. At the beginning of the research, the research group carefully studied the experience of classroom reform in excellent schools, established the process of project experiment in our school according to the requirements of "self-study-discussion-guidance" in famous schools with curriculum reform, and explored regular methods and group learning strategies.

(2) Carry out the cooperative learning mode of "teaching soldiers by soldiers" in pairs.

Due to the limited classroom teaching time and the large number of students, it is impossible for teachers to take care of every student. By establishing a deskmate mutual aid group, students can supervise each other, help each other and improve together, and realize the teaching goal for all students. Students also improved themselves in the process of helping their deskmates.

3. A case study of * * * teaching in junior high school mathematics learning.

Research on (1) Design Strategy

Good teaching design is the premise of cooperative learning. In the study, we mainly explored the following strategies:

A. Research on teaching goal design strategy

Teaching goal is the soul of teaching activities, and also the starting point and destination of teachers' teaching activities. In the design of teaching objectives, teachers should determine the appropriate teaching objectives (students' learning objectives) according to the requirements of curriculum standards, the unit, the weight and difficulty of this lesson and the actual situation of students, and the expression of the objectives should be as clear, specific and measurable as possible.

B. Research on design strategy of discussion problem

Discuss the design of the problem. It is very important to design and discuss problems, which is directly related to the effect of cooperative learning.

C. research on the design strategy of discussion time

Reasonable design of cooperative learning time. Experimental teachers can do cooperative learning properly, avoid all real questions and scientifically control the time of each cooperative discussion.

D. Research on teaching activity design strategy

Cooperative learning is cooperative learning based on autonomous learning. Without autonomous learning, cooperative learning will be ineffective or inefficient. Good teaching activities can not only cultivate students' cooperative spirit and skills, but also cultivate their independent thinking ability.

? (2) Research on guidance strategy.

A. emotional stimulation strategies. When organizing cooperative learning, teachers take various effective measures to create cooperative situations, fully stimulate students' interest in cooperation, encourage students to be willing to cooperate, * * * share the happiness of cooperation, experience the fun of cooperation, and increase their knowledge, develop their abilities and improve their literacy in pleasure.

B. Question strategy. Thinking comes from doubt. Without problems, there is no thinking. Therefore, it is a good way to optimize the classroom structure and improve the efficiency of classroom teaching to guide students to dare to ask questions and cultivate their ability to ask questions and change passive acceptance into active acceptance.

C. strategies for discussion. In the teaching of cooperative learning, teachers should guide students in cooperative learning skills, gradually cultivate students' cooperative skills, and guide students to study and discuss effectively.

D. strategies of friendship and mutual assistance. Teachers should encourage students with learning difficulties to think more, participate more and speak more through appropriate ways to ensure that they can better integrate into group discussions.

(3) Research on evaluation strategy.

A. Student evaluation strategies

Establish an effective evaluation method based on qualitative evaluation, supplemented by quantitative evaluation, and combining developmental evaluation with summative evaluation.

B. Evaluation strategies of cooperative learning groups

Group cooperative learning is based on the cooperative group as the basic unit and the performance of the group as the evaluation standard.

(4) Research on cooperative learning strategy.

A. the strategy of "show+comment, query+supplement".

This is the general strategy of "group cooperative learning" after the curriculum reform. Generally speaking, choose a key target element (knowledge, ability, information, creativity, personality) to form a multi-directional and multifunctional operation mode on an operation platform, and actively carry out functional, structural and systematic reinforcement learning through group or team interaction.

B. "question and answer confrontation" strategy.

Traditional classroom often adopts the simple question-and-answer mode or problem-solving mode of "the teacher lets the students answer". This method can easily lead to boring classes and fatigue of teachers and students. Since the teacher asked, students can't move in class, why not ask and answer, ask and answer at the same table and ask and answer in groups? Einstein said, "It is more important to ask questions than to solve them".

C. "situation creation" strategy.

Environment can give birth to feelings, and feelings can develop people's potential. By creating "beauty, intelligence and interest" learning situation and "intimacy, help and harmony" interpersonal situation, we can awaken students' hearts, touch students' thinking, stimulate students' language, and urge students to actively participate, participate and develop.

Research focus:

Transplanting the cutting-edge achievements and excellent cases of isomorphism research at home and abroad to our school, and through the practical research of group cooperation in our class, forming a research model of isomorphism cultivation with our school's characteristics, thus forming an active, cooperative and reflective isomorphism research.

Third, the purpose and significance of the study

The purpose of the study

Mathematics curriculum standard (2022 edition) clearly points out: "Experience independent thinking and cooperate with others to solve problems." "With the encouragement and guidance of others, experience the fruits of overcoming difficulties and solving problems." "In the process of communicating with others, dare to question and reflect." (P 13) "In the process of cooperating with others to solve problems, I can express my views rigorously and accurately, and I can better understand other people's thinking methods and conclusions." (P 15) The research objectives of this topic are:

(1) Teachers: Teachers master the teaching forms and methods of learning * * * * through project research, change teaching concepts and improve teaching quality.

(2) Students: By studying * * *, students can master the learning methods of group cooperative learning, experience the advantages of cooperative learning, form the habit of cooperative learning and change the learning methods.

(3) Teaching: Through carrying out * * * peer-to-peer learning activities in classroom teaching and after-school homework, a * * * peer-to-peer cooperative learning mechanism is formed, and the evaluation method is changed to form a * * * peer-to-peer learning evaluation mechanism to promote the new curriculum teaching reform.

(B) the significance of the study

(1) Learning * * * with physical fitness can cultivate the basic qualities that modern people must have.

In the report "Education-the Wealth Contained in it" submitted by the Education Committee of the International 2/Kloc-0 Century to UNESCO, the "four pillars" of education in the 2/Kloc-0 Century were put forward, namely, educating young people to "learn to know, learn to do things, learn to survive and learn to live together". These four aspects are the new goals of education in 2 1 century, and they are also the new goals of education. Only through communication and cooperation can individuals feel the diversity of human culture, deeply understand the interdependence between people, form an attitude of mutual respect and tolerance, develop the moral quality of mutual assistance and friendship, and truly learn to live together.

(2) Learning homophones can obviously improve classroom efficiency.

Carrying out practical activities of learning * * * is conducive to the formation of a learning situation of teacher-student communication and student exchange, to the formation of a positive classroom atmosphere, to the effective communication of various information, to the mutual help and inspiration among students, and to the development of students' thinking. We deeply realize that no matter what their potential and differences are, they are all educational resources that need to be developed and utilized urgently. The more classes there are, the more cooperative learning in groups is needed. Group learning not only expands the time and space of classroom teaching, but also strengthens the personalization of teaching; Because of the sincere cooperation of the group, there will be no corners left out or forgotten in the classroom, and teaching can face all students and build an efficient classroom.

(3) It is necessary for the 2022 edition of the new curriculum standard and our school to carry out the practice of learning * * *.

Since the new curriculum reform, many teachers have made useful attempts in group cooperative learning, trying to promote teaching reform with the whole-body learning model as the starting point.

Learning * * * is a kind of teaching organization form, which takes cooperative learning group as the basic organization form, systematically utilizes the interaction between various factors, and takes group performance as the evaluation standard to jointly achieve teaching objectives. Group cooperative learning is one of the three learning methods advocated by the new curriculum, which is conducive to improving the classroom teaching atmosphere, greatly improving students' academic performance and promoting students to form good cooperative spirit, interpersonal relationship, psychological quality and social skills. It is widely used by many teachers in classroom teaching. However, there are still many problems in group cooperative learning in ideological and moral classroom teaching in our school: for example, the grouping of cooperative learning groups is random, which leads to the heterogeneity within the group and the cooperative learning cannot be carried out; The division of labor in the group is unclear, the discussion is chaotic, and the learning effect is poor; Pay attention to the overall evaluation of the group and ignore the individual evaluation of the target students; Pay attention to the evaluation of results and ignore the evaluation of learning process, and the evaluation mechanism needs to be improved urgently. In view of the problems existing in group cooperative learning in our school, it is necessary to study the mode of group cooperative learning.

Fourthly, the research method of the subject.

1. Literature research method: Understand the relevant theories and literature materials of learning * * *, improve the education and teaching concept, and improve the theoretical level of teaching and scientific research of the members of the research group.

2. Investigation methods. Through online search, questionnaire survey and other forms, this paper analyzes the cooperation status of study groups, studies the current situation of * * * as the actual basis for research, formulates corresponding research plans, implements teaching and research in a planned and step-by-step manner, and summarizes the research results in time.

3. Case analysis method. In the actual process of project research, the goal of project research is gradually implemented by each group in the class. Follow up the positioning, activities and achievements of the members of the group, and reflect and practice in time with an objective and scientific attitude until the corresponding research objectives are achieved.

4. Comparative analysis method. The main research methods are vertical overall comparison and horizontal individual comparison (9 groups in the class and 6 classes with members of the research group). Its fundamental purpose is to find out the sexual problems and good practical methods in the study of same-sex marriage through comparison.

5. Experience summary method: constantly reflect on feedback, sum up experience in time, record accumulated data in time, and provide material for writing teaching and research papers and concluding reports.

Fifth, the steps of research.

Research process:

In September, 20021year, as a student (monitor) of the training station for key mathematics teachers in rural junior middle schools in Haimen District, I applied for this topic (after three revisions) and passed the examination of the expert group. In the subsequent implementation of the project, the research group conducted a serious, standardized and orderly research on this topic, and basically achieved the expected research goal at present. The research of this subject has roughly gone through three stages:

The first stage: preparation stage (March-May, 2022)

1. Establish research groups and research groups according to research needs.

2. Collect and study the theoretical data of * * * isomorphism extensively, and make theoretical preparation for the research.

3. By means of classroom observation, group questionnaire and interview, the problems existing in the practice of learning * * * are investigated and studied, and the investigation report is written.

4. Draw up the project implementation operation plan, ask experts for guidance, and start the project.

The second stage: implementation stage (June 2022-June 65438 +2025 10).

1. According to the research plan, determine the experimental class, set up a cooperative learning group, carry out the experiment of learning * * * in teaching, summarize the experiment, and construct the practical process of learning * * *.

2. Regularly carry out training activities for members of the research group to standardize the learning behavior of * * *.

3 regularly carry out research activities, accumulate research data, sum up experience and operation methods.

4. Accumulate research materials and write papers.

5. Ask experts to guide and improve research methods.

The third stage: summary stage (February-June, 2025)

1. Write a research report.

2. Organize papers and teaching experience and other related materials.

3. Collect data and improve the original data of * * * *.

4. Ask experts to identify.

Six, project participants and organizational division of labor

The division of professional and technical positions of the research group is named after the work unit.

Lu Weifeng, Moderator of Teaching Research for Primary and Secondary School Teachers in Liu Jia Junior High School, Haimen District, Nantong City (full design participation)

Jiang Hong: Teaching and Research Scheme and Questionnaire Survey of Hainan Middle School Teachers in Haimen District, Nantong City

Organization, implementation and case analysis of teaching and research for junior middle school teachers in Haimen District, Nantong City, Zhang Province

Arrangement and theoretical exploration of teachers' teaching and research files in Liu Jia junior middle school, Haimen District, Nantong City, Chen Chunyan

VII. Project Funds

The school reimburses the necessary travel expenses of the participants in the project research, and provides necessary cost support for the class and thesis review activities related to the project. Award-winning papers are all reflected in rewarding performance pay.