Case 1: A teacher asked some questions in class and asked the students to discuss in groups, so the students talked noisily. As a result, the topic discussed by the students became farther and farther away, and the teacher immediately ordered the discussion to end. ...
Analysis: The topic discussed is too simple, or too abstruse, lacking proper guidance. Students are not interested in the topic of discussion, and independent discussion becomes free discussion. The process of cooperation is like a loose sand, which reduces the effect of cooperation.
Case 2: A teacher asked some questions in class and asked the students to discuss in groups. No sooner had the students started the discussion than the teacher began to ask if the discussion was over. As a result, the students said "yes" in unison. ...
Analysis: The teacher was eager to complete the teaching progress, and did not give the students time to cooperate and discuss, and the cooperation did not deepen, so he hastily quit. Coupled with students' vanity psychology, cooperation is successful on the surface, but its essence does not give students the experience and process of cooperation at all.
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Looking at the above problems, I think the crux lies in our teachers' poor grasp of the spiritual essence of group cooperative learning and their superficial and formal understanding of its meaning. Therefore, while actively advocating group cooperative learning, we should also have a correct understanding of the spiritual essence of group cooperative learning.
With the understanding of the significance of group cooperative learning, combined with the practice and thinking in recent two years, I think that to effectively carry out group cooperative learning, we should start from the following aspects:
First of all, make the necessary preparations.
1, get ready for class
The development of group cooperative learning puts forward higher requirements for teachers to prepare lessons. Teachers can't think that the reproduction of teaching materials means the completion of teaching tasks, and they must be reprocessed to make them "freshly baked", so that the teaching of knowledge can be accompanied by the cultivation of attitude and ability to a greater extent. Do two "thoroughness", thoroughly understand teaching materials, thoroughly understand students, and design appropriately according to students' level.
Step 2 divide into good groups
When grouping, students' learning level, learning ability, learning interest, personality and other factors should be considered, and reasonable collocation should be made according to the students' situation and the principle of complementary advantages. For example, some students may not do well in the exam, but they are popular and have strong organizational skills; Some students are recognized as naughty students, but they have excellent network skills and strong ability to collect information. Give full play to each student's strengths and advantages through grouping. Generally divided into six groups, each group of 6-8 people is appropriate. According to the implementation, the group leader will be changed once a month, and each team is required to give itself a resounding name, such as "Rocket Team" and "Pioneer Team", so as to enhance the sense of ownership of team members and the cohesion of the team.
3. Well done
On the basis of grouping, each team member should be given a clear division of labor. For example, the "host" should master the process of group learning and arrange the order of cooperation; The "recorder" should record the process and results of group learning; The "inspector" should check the learning situation of the team members and confirm whether each team member has completed the learning task; The speaker's duty is to summarize the cooperative learning of this group, and then communicate and report in the whole class. Team members are required to actively take personal responsibility, support and cooperate with each other, and play a team spirit. They should not only effectively complete the collective learning task, but also let each member experience, exercise and improve from different positions.
4. Teach students cooperative skills.
As teachers, we should also teach students some basic cooperation skills. For example, in the study of group cooperation and division of labor, we should teach students the method of division of labor, and undertake different difficult tasks according to the abilities of different members to ensure the smooth completion of the tasks.
With this premise, students will have a clear direction in cooperative learning, and they will be able to perform their duties and have clear goals. Even poor students will have clear tasks, and there will be no more self-destructive negative "slack" phenomena such as "following the crowd" and "hitchhiking" in the process of cooperation. Every cooperation is substantial and effective for them.
Second, carefully organize the teaching process
In the whole process of cooperative learning, teachers should be the "mentor", "partner" and "communication object" of students. From the previous "doing everything" to leaving a desk for students, it does not mean that teachers are idle. On the contrary, teachers should bear greater responsibility for management and regulation.
1, the time for students to think
Before group cooperative learning, teachers must give students time to think independently. If we immediately announce "Let's start group cooperative learning", students will have no time to think about the problem situation, let alone their own independent plans, which will easily lead to the situation that either the top students in the group are unanimous or the discussion becomes a mere formality, and the purpose of cooperative learning will not be achieved. After the question is put forward, students will think for a period of time, or wait for students to have thinking obstacles or have different answers, and then carry out group cooperative learning, so that students can learn from each other and improve together in the process of teacher-student interaction and student-student interaction, and in the appropriate study time and open research space left by teachers.
2. Be good at checking students' cooperation needs.
When there are problems in collective activities, teachers should intervene and guide them in time. If some students are not active enough to participate, some students are not friendly enough to cooperate, some students speak too loudly, which affects other groups of students, and some students argue with others when they encounter different views from themselves, then the teacher should give specific guidance. When the task of the group is not clear, the teacher should patiently explain it to the students; When the group discussion deviates from the theme, teachers should find it in time and stop it in time; When the group discussion is blocked, teachers should provide guidance for the group discussion in time; Let the group discussion go smoothly.
3. Establish a feasible student evaluation scheme.
Evaluation is an affirmation and encouragement to students. Scientific evaluation can enhance small
The awareness of group cooperative learning and the sense of collective honor of "study group" are very important to motivate students.
Participating in activities plays a very important role in improving the quality of cooperative learning.
When evaluating the cooperative learning in groups, we regard the spirit of "Dont Ask For Help people succeed and everyone strives for progress" as a realm of teaching pursuit, and insist that only the success of groups can represent the individual success of group members, forming a new pattern of "cooperation among group members and competition among group members", which makes the focus of the whole evaluation shift from encouraging individual competition to reaching the standard. Enable students to integrate their personal success into the group competition, so as to stimulate students' enthusiasm for active cooperation and achieve * * * promotion.
In a word, group cooperative learning is an important learning form to cultivate students' innovative spirit, inquiry consciousness and cooperative ability, and also an important form to promote students' learning and communication. We need to keep exploring and study hard to make this form of learning more complete, reasonable and effective.