Experience of cooperative learning in primary school Chinese group (1)

Group cooperative learning has become the basic concept of New Curriculum Standard and an important concept in curriculum implementation suggestions. How to effectively carry out group cooperative learning? After several years of experimental research, I think teachers must seize the opportunity to be "directors" and let students be "actors" in classroom teaching. At the same time, teachers should pay attention to the integration of various resources and organize group cooperative learning. The so-called group cooperative learning refers to the process of hands-on practice, independent exploration and cooperative communication in order to complete the same task in a group or team, which is a kind of mutual learning with clear division of labor. It emphasizes the experience, participation and cooperation of students' learning, and is a typical learning method. Therefore, in the process of Chinese classroom teaching, we advocate giving students the initiative to learn, providing them with opportunities for independent inquiry, cooperative learning and independent acquisition of new knowledge as much as possible, and letting them experience the happiness of trying to succeed and exploring and discovering as much as possible. Now teachers are trying to use this new teaching concept and how to carry out group cooperative learning more effectively. Now I will talk about some of my practices based on my usual lectures and my own teaching experience.

First, optimize the combination and prepare for cooperation.

The main characteristics of our group cooperative learning are: discussing the solution to a problem in the form of discussion, and students should listen (listen carefully to others' opinions), communicate (express their own opinions and evaluate and supplement others' opinions), cooperate (show the problem-solving process in different forms) and share (let everyone get a successful experience and reflect on their learning behavior). Generally speaking, group cooperative learning is a group of 4-6 people, and students in the same class form several optimized cooperative learning groups according to their differences in grades, abilities and personalities. Study groups are the basis of cooperative learning, which should be matched into several different heterogeneous study groups according to the comprehensive evaluation of students' cognitive basis, learning ability and psychological quality, usually three to six students. In this way, the differences between groups are narrowed, and the competition between groups is promoted, thus truly experiencing the competition based on cooperation. At the same time, the team leader adopts the rotation system, so that each team member has the opportunity to exercise and show.

In practice teaching, I try my best to keep reasonable differences in gender, personality, personality characteristics, academic performance, etc., and highlight its heterogeneity under the principle of respecting students' voluntariness. Each group is generally composed of six students, and each group is composed of two top students, two middle students and two students with learning difficulties, so that they can actively participate, teach each other and discuss together. Rationally optimize and reorganize the study group, and the study group democratically recommends a student with strong organizational ability and good learning foundation as the team leader. In addition, there are different roles in each group, such as recorder, information officer, auditor and reporter. Exchange roles irregularly to ensure the active participation of each student. The collocation between groups is balanced and there is no obvious difference, which is convenient for fair competition. Members of every group are required to be friendly, honest, democratic and equal. In the form of group cooperation, under the guidance of teachers, through the students' inquiry and mutual assistance activities in the group, * * * completes the learning task together.

Second, understand cooperation and lay a solid foundation.

Students should be prepared for the problems that need to be solved, plan the division of labor and determine the responsibilities on the basis of what is known. Unclear division of labor and unclear responsibilities are common problems in our cooperative teaching. Division of labor and responsibility can be interpreted as higher-level rules. Rules are the guide of our actions, and further, they are a kind of normative consciousness of cultivating modern citizens. Our daily codes of conduct, codes, conventions and even laws and regulations are rules. Learning to establish rules, abide by rules and even innovate rules is the characteristic and advantage of a rapidly developing modern society.

Third, seize the opportunity and introduce it appropriately.

Although group cooperative learning is based on students' autonomous learning, group cooperation is the main form to finally acquire knowledge. The whole learning process can not be separated from the teacher's guidance. In learning, teachers should not only show inspiring self-study thinking, but more importantly, let students learn "fishing skills" and "learning methods", in a word, let students learn. This requires teachers to guide students to master learning methods, to understand what they have learned through "reading, drawing, hands-on operation and association", to teach students the ability to acquire new knowledge with the help of existing knowledge, to guide students to find out the connections and differences between old and new knowledge, and to transform new knowledge into old knowledge so as to master new knowledge. In a word: "It is better to teach people to fish than to teach them to fish."

Fourth, evaluate incentives and expand cooperation.

Positive evaluation will constantly enhance students' awareness of participating in cooperation, and will also make students gain the joy of success. Therefore, it is especially effective to make rational use of the mutual evaluation and self-evaluation of group members to protect students' enthusiasm for learning and enhance their self-confidence in learning. At the same time, correct evaluation and being evaluated is also one of the basic qualities that students must have in the future. Evaluation can be individual evaluation, group mutual evaluation and teacher evaluation. The content of evaluation includes students' behavior, enthusiasm and participation in group cooperation, as well as the changes of students' emotions, attitudes and abilities in activities. Rewards help to encourage students to do their best. There are various ways to reward. Oral praise, applause and congratulations, and awarding honorary titles to groups can be adopted. Through rewards, students can know what behaviors are valuable and can be recognized, and they can be inspired to show their talents as much as possible, develop their potential, and be willing to work for the same learning goal, so as to cultivate students' cooperative consciousness and improve their cooperative skills.

However, group cooperative learning is not omnipotent. It requires us to constantly study and explore ways and methods of effective cooperative learning, so as to realize the transformation of learning methods and promote the continuous development of students.

Group cooperative learning has its advantages in the process of implementation: formally, group learning adopts a round table form in which several people are surrounded, which breaks the traditional seat structure in the same direction, equalizes the distance between students, and is conducive to stimulating students' desire to express themselves and enhancing their awareness of active participation. From the learning process, in group learning, students have specific discussion, operation and communication contents according to their own learning goals. Every student who reaches the learning goal can experience the happiness of successful learning, which further calls for students' desire to participate in learning. Group cooperative learning can enhance collective cohesion, form a positive classroom atmosphere, and promote the development of students' wisdom and good moral character. In order to solve new and complex problems, when it is necessary to put forward a variety of alternatives, cooperation between students often trumps individual efforts; When deciding tasks and evaluating homework, the consensus formed by students' cooperative discussion is often more effective. Group cooperative learning can encourage students to actively think about each other's complementarity, learn to learn from each other's strengths, inspire students to learn how to learn, and consciously improve their learning attitudes and methods.

Cooperative learning is indeed helpful to our teaching, but there are also some worrying problems in practical application and operation.

1. "Sit together" for cooperation. Group cooperative learning was initially completed through the division of labor and cooperation of several members in the group. However, in cooperative learning, some teachers don't know enough, and group cooperative learning stays on the surface and "sits together" for cooperation. For example, after the teacher asked the students to think and draw the central sentence of each paragraph, there was little communication between the groups, which basically stayed at the level of autonomous learning. Without real discussion and cooperation, the advantages of group cooperation have not been brought into play, and the learning results can not fully represent the level of the group. The reason is that the teacher did not remind and guide each group of students to discuss and communicate with each other in time, or does such content need group cooperation? In fact, in the specific teaching process, teachers should pay attention to many deep-seated problems, either students sit together or study in groups.

2. As a bystander, teachers lack effective guidance. In traditional teaching, students are teacher-centered, the teacher is the protagonist and the students are the audience. However, if the cooperative learning organization is not good, there will also be "fake cooperative learning" in which individual members of the group undertake most or even all activities, and some members of the group are idle, forming "gifted students" as the leader and "students with learning difficulties" as the leader. Some students have quick thinking and strong language skills, and are always willing to express themselves. Some students are slow to respond and shy to speak. Over time, they become "radios". They often don't get the chance to think independently, but get information directly from good students, which makes students with learning difficulties get less benefits from group cooperative learning than classroom teaching. I once saw a teacher in class. In order to cultivate students' cooperative ability, students were asked to measure the length and width of the book cover together and enclose the nail board with simple operations such as rectangle and square. As a result, one person is doing it and others are watching it. In such a class, underachievers just watch and listen. If we want to achieve the purpose of life-to-life interaction and cooperation, let alone! A good cooperative learning group must have good guidance from teachers. Because students' self-control ability is relatively weak, if there is no teacher's guidance, the study of cooperative groups will drift and become a mere formality.

Too many classes are not conducive to group activities. The number of classes in our school is generally around 50, and many even reach 60, which brings certain difficulties to group cooperative learning. Generally speaking, the class size is less than 40 people, which makes it easier to manage in groups. There are too many people to manage in groups. In addition, most schools are fixed classrooms according to classes, which brings a lot of inconvenience to group cooperative learning.

In the form of group cooperative learning, experimental teachers are placed among students, and emotional communication is carried out in the teaching process of discussion and exchange with students and teacher-student exchange. "Kiss your teacher and trust his way." Students' closeness to teachers leads to students' interest and hobby in the subjects taught by teachers, and urges students to adjust their learning attitude automatically and timely, so as to achieve the purpose of being willing to learn and loving learning. At the same time, group cooperative learning can help students learn to communicate, learn other students' learning methods and quality will in activities, and cultivate students' cooperative spirit and social activity ability in the process of helping others make progress. Under the new curriculum concept, cooperative learning, as an organizational form of classroom teaching, is playing a huge role, profoundly affecting the transformation of teachers' teaching methods and students' learning methods. In a sense, cooperative learning has become an obvious feature that is different from traditional teaching in form, which makes our classroom teaching closer to the requirements of the new curriculum standard.

With the advancement of the new curriculum, the significance of cooperative learning is becoming more and more important. Group learning and individual autonomous learning are the basic classroom teaching methods, and their functions are difficult to replace each other. It is necessary to make a reasonable choice according to the specific teaching content and arrange flexibly according to the learning process and content. It is not necessary to organize group cooperative learning in every class. We should keep exploring in teaching practice to make our group cooperative learning more effective.

Experience of cooperative learning in primary school Chinese group (2)

Group cooperative learning is a learning method advocated by the new curriculum, and how to carry out group cooperative learning more effectively is a new topic we are facing. In classroom teaching, teachers must seize the opportunity to be "directors" and let students be "actors". Therefore, in the process of Chinese classroom teaching, we advocate giving students the initiative to learn, providing them with opportunities for independent inquiry, cooperative learning and independent acquisition of new knowledge as much as possible, and letting them experience the happiness of trying to succeed and exploring and discovering as much as possible. Now teachers are trying to use this new teaching concept and how to carry out group cooperative learning more effectively. Now I will talk about some of my practices according to my usual lectures and my teaching experience.

First, optimize the combination and prepare for "cooperation". In Chinese learning, how can the combination of group members achieve cohesion and promote together? . In practice teaching, I try my best to keep reasonable differences in gender, personality, personality characteristics, academic performance, etc., and highlight its heterogeneity under the principle of respecting students' voluntariness. Each group is generally composed of six students, and each group is composed of two top students, two middle students and two students with learning difficulties, so that they can actively participate, teach each other and discuss together. Rationally optimize and reorganize the study group, and the study group democratically recommends a student with strong organizational ability and good learning foundation as the team leader.

Second, clear the task. Teachers should guide students to ask questions before using "cooperative" group cooperative learning, because "asking questions" is the first step of cooperative learning. Then the teacher and the students work together to sort out the integration problem. Let students know how to learn, get twice the result with half the effort.

Three, seize the opportunity to experience "cooperation" to carry out cooperative learning, should be combined with the actual level of students and teachers and the characteristics of teaching content, can not be abused. The determination of the cooperation content needs the careful consideration of each of our teachers. Generally speaking, group cooperative learning should be used for key problems. "Key problems" refer to the contents closely related to the formation and development of students' mathematical literacy, including the understanding of related concepts, the mastery of problem-solving methods and the law of mathematical application.

Fourth, evaluation and encouragement, extending the positive evaluation of "cooperation" will continuously enhance students' awareness of participating in cooperation, and also enable students to continuously gain the joy of success. Therefore, it is especially effective to make rational use of the mutual evaluation and self-evaluation of group members to protect students' enthusiasm for learning and enhance their self-confidence in learning. Through rewards, students can know what behaviors are valuable and can be recognized, and they can be inspired to show their talents as much as possible, develop their potential, and be willing to work for the same learning goal, so as to cultivate students' cooperative consciousness and improve their cooperative skills.

However, group cooperative learning is not omnipotent. It requires us to constantly study and explore ways and methods of effective cooperative learning, so as to realize the transformation of learning methods and promote the continuous development of students.

Experience of cooperative learning in primary school Chinese group (3)

It's autumn, and flocks of geese fly south. They are arranged in the shape of "people" for a while, and in the shape of "one" for a while ... "Whenever I see geese flying in the sky, I can't help reading this nursery rhyme I learned when I was a child, and I think of my teacher who said to us emotionally:" Children, how disciplined you look at geese! You should also be a disciplined child like a wild goose. "

Now that I have grown up and become a teacher, I also read this nursery rhyme with my students. After reading it, I asked the children, "What do you want to learn from geese, children?" "Learn from them and be disciplined!" My students answered loudly, just like when I was a child. Yes, this is the answer I want; This is the effect I want, and this is ...

"Teacher Feng, Teacher Feng!" A childish voice interrupted my thoughts. "I know that geese are not only disciplined, but also help each other and cooperate together. My mother said that a lonely goose can't fly to the south, so I want to learn from the unity and cooperation of geese. "

The child's words shocked me and made me blush! Yes, the most valuable thing for geese is the spirit of unity and cooperation. They lined up not for discipline as we said, but for the whole flock of geese to fly to the far south together. It is their division of labor and cooperation that makes us see a touching scene! Don't our teachers even know this common sense? No, we know this common sense, but for a long time in the past, we would rather ignore it and emphasize "discipline" unilaterally, because discipline symbolizes obedience! With discipline, our teaching can be carried out step by step along our thinking, and children will be led along our thinking.

Cooperation between students is usually regarded as irrelevant or negative. Johnson, the representative of cooperative learning, once pointed out: "Because educators think that the interaction between students is useless and no one advocates constructive use of this relationship, they will not systematically train students' basic social skills necessary for mutual communication. Undoubtedly, the viewpoint of teaching and learning in adult-child bilateral activities underestimates the important role of student-student interaction and relationship in the classroom. "

My God, a new generation of teachers across the century, an educator at the forefront of the new curriculum reform, unconsciously inherited the wrong educational ideas of the past. I really should be ashamed of myself.

"Cooperation", a neglected word, contains what an important teaching concept! We should let our students learn cooperation from now on. In fact, all teachers' classroom behaviors occur in the environment of student-peer relationship. In the classroom, the relationship between students has a stronger influence on students' academic performance, socialization and development than any other factor, and the relationship between students is a necessary condition for children's health cognition development and socialization. Students' interactive cooperative learning is an indispensable and important factor for the success of teaching activities. Cooperative learning is to skillfully use the interaction between students according to their cognitive characteristics. In the process of learning, teachers are no longer workers, but partners; The original "authority-obedience" relationship between teachers and students has become a "guidance-participation" relationship.

The new curriculum reform puts forward "open teaching", pointing out that the organizational form of "open teaching" should be to transform the traditional classroom teaching system through group learning, network teaching, research learning, individual teaching and reflective teaching while reducing the scale of traditional classroom teaching, so that every student has the opportunity to fully participate in classroom teaching and self-reflection. Group learning pointed out here is a cooperative learning method that can be widely used in primary school Chinese classes. This cooperative learning method can improve students' expressive ability and reading ability, realize division of labor and cooperation, and promote active and independent learning.

Students study, live and work in cooperative groups. Members communicate with each other and respect each other, full of warmth and friendship, mutual assistance and competition. Students satisfy their needs of influencing others by providing help, and at the same time satisfy their sense of belonging by caring for each other. When students cooperate harmoniously and work well together, they get more and work more happily, so as to form a spiritual atmosphere of unity and mutual assistance.

In essence, cooperation is not only a way of learning, but also a way of life. School is a small society. Students study, communicate and play together. You do something for me, I lend you a pencil, you help me understand a topic, and I play a game with you. These seemingly casual contacts, as long as our teachers guide them well, can form a good atmosphere, so that students can immerse themselves in the pleasant atmosphere of mutual assistance, cooperation and communication.

The theory of cooperative education holds that the development of students comes from cooperation, and the positive interaction between peers is of great significance to the development of students. The peer relationship of equality, mutual assistance and cooperation can activate students' internal functions to the maximum extent, give play to their intelligence, form the spirit of independence, unity and friendship, and stimulate strong understanding, creativity and social enthusiasm.

Cooperative learning better embodies that learning is the main body, so that students can learn to learn, enjoy learning and love their classmates and groups, which is conducive to cultivating students' sense of cooperation and social skills, thus improving students' quality in an all-round way. As a teacher, as long as we constantly strive to improve our ability to master the classroom and guide and help students' skills, we can boldly let go, let students try to cooperate on their own, and let them become the masters of learning in cooperation. Let's make progress and grow together with our children, and take off towards our ideals like geese!