Case 1:
A teacher designed a group cooperative learning activity when teaching seventh grade mathematics "exploring the conditions of parallel lines": reading textbooks and finding out the congruent angles in the picture. And explain what the isosceles angle has in common?
Classroom observation: After the teacher assigned the task, the four-person group actively participated in reading and discussion. Students can quickly and accurately find the congruent angle in the picture by referring to the materials given in the textbook, but they always miss the similarity between the three-line octagon and the congruent angle. After another round of cooperation, some groups finally found that two sides with the same angle can form an "F" shape. So under the drag of this group, the group cooperation ended.
Reflection:
1. Because the section "Exploring the conditions of straight line 1 parallelism" is the initial section of geometry teaching, students lack the basic cognitive basis of diagonal position relationship and can't find a breakthrough.
2. Students are used to being listeners in their long-term study, and seldom or never express their personal thoughts, so they can't accurately express what they know.
3. Teachers' presupposition of students' learning difficulties is insufficient, the key problems in group cooperation are unreasonable, the problems are too big, and the guidance to students is not clear and specific.
Case 2:
When a teacher is teaching the seventh grade mathematics "Exploring Straight Lines and Parallel Lines Ⅱ", let the students understand the whole textbook and arrange the following group cooperative learning tasks:
1, how to identify the internal angle? Ipsilateral internal angle?
Do you know why there is discussion in the textbook?
3. Finish the exercises 1 ~ 2 and 1 ~ 2 independently after reading the textbook.
Classroom observation: Because of the cognitive basis of the last lesson, after 15 minutes of autonomous learning, some students can correctly find out the inner angle and the inner angle of the same side, and students with good cooperative learning foundation can accurately summarize the characteristics of the inner angle and the inner angle of the same side; Can find the conclusion that "the internal dislocation angle is equal or the internal angle on the same side is equal, and the two straight lines are parallel"; You can also practice in class after completing the textbook correctly. But the students with poor foundation still can't solve the first problem, and even don't understand the basic requirements of the problem. In the end, this class is regrettable because some students failed to complete their learning tasks.
Reflection:
1. The members of the group are quite different, and some students have no habit of autonomous learning, which leads to poor understanding and low classroom efficiency.
2. The group leader only cares about himself and does not drive other students in the group. The team leader has poor organizational awareness and ability.
3. Students lack the courage to show their achievements.
However, we are also delighted to find that many students can solve many problems through autonomous learning and cooperative learning, even exceeding our expectations in many cases. There is no doubt about students' creativity, but the accuracy of students' language expression and the standardization of students' autonomous cooperative learning still need our continuous training.
Coping strategies:
1. Teachers should change their roles. Teachers' roles are mainly organizers, guides and collaborators of teaching activities. Teachers should pay attention to guidance and guidance, design appropriate cascade problem groups according to the key points and difficulties of group cooperative learning, and the problems should not be too small and have no depth of thinking; It can't be too big, and students can't start. The question should be just right, so that students can jump up and pick peaches in combination with their recent development fields. Let students learn the methods of learning and find the ideas of analogy and transformation. Let students find the breakthrough point in each step of thinking, and can effectively mobilize the enthusiasm of students.
2. Use classroom demonstration to train students in time. If students don't have a good habit of independent study and good habit and ability of examining questions, then we should make full use of group cooperative learning to break the whole textbook into small pieces and implement the problems one by one. Team leaders should be trained in organizing skills and leading students to cooperate in learning. This kind of training can't be completed at one time. Be normal, observe carefully in class, find problems in time, and train team leaders in time. At the same time, teachers should always pay attention to cultivating students' cooperative consciousness, gradually cultivate students' cooperative learning ability, learn to discuss problems, express their personal views, and learn to participate in competition.
3. Correctly handle the relationship between independent thinking and cooperative learning. An important principle of group cooperative learning is to set aside time for students to think independently before cooperation, and then explore communication and solve problems together after each student has a preliminary idea. Moreover, we should pay attention to organically combining independent thinking with cooperative learning in teaching, and at the same time give students some time for independent thinking. Otherwise, it is either "centralization" of gifted students or false cooperation.
4. Timely and effective evaluation is also crucial. Timely and effective evaluation can fully mobilize students' enthusiasm and enthusiasm for learning, and maximize the benefits of 45 minutes in class, which is also the key to the healthy and sustainable development of cooperative learning.
In short, in the face of students accustomed to the traditional receptive learning mode, we need to practice and explore constantly to cultivate their awareness of autonomous cooperative learning and cooperative habits, so as to make their cooperative learning more effective in class.