In mathematics classroom teaching, many teachers enthusiastically introduce group cooperative learning, but due to the lack of correct grasp of the spiritual essence of group cooperative learning and calm and rational thinking, group cooperative learning often stays on the surface. The common problems are: 1, group cooperative learning has no intention and tendency to cooperate, and it has become the "decoration" of classroom teaching, and group cooperative learning is simplified and formalized. 2. Teachers are not well prepared and adopt group learning strategies, which is random and blind, and the classroom order is chaotic. 3. The division of labor within the group is not clear, the top students are in a dominant position in the group, and the students with learning difficulties are in a subordinate or neglected position. 4. The problems discussed in group cooperative learning are not ideological, enlightening and exploratory, and students have no interest in discussing, which wastes teaching time and makes teaching efficiency more effective.
Looking at the above phenomena, we can see that some group cooperative learning is just a formality. How can we make group cooperative learning a valuable and effective activity? Combined with the usual teaching practice and related teaching theories, I would like to talk about the following superficial understanding.
First, the concept and characteristics of group cooperative learning
Group cooperative learning is a kind of teaching activity which takes heterogeneous learning groups as the basic form, systematically utilizes the interaction between dynamic factors in teaching, promotes students' learning, and takes group members as the evaluation criteria to jointly achieve teaching objectives. Group cooperative learning (also known as cooperative learning) rose in the United States in the early 1970s and made substantial progress in the mid-1980s. Group cooperative learning is a learning mode of group discussion and cooperative communication under the guidance of teachers. It can effectively improve the learning environment, expand participation, improve students' independent exploration ability and promote the development of students' good non-intellectual quality, so it has attracted the attention of all countries in the world and become a mainstream teaching method.
It has the following main features:
1. Group cooperative learning is the basic activity form.
The students in the class are divided into several heterogeneous cooperative learning groups according to their differences in academic level, ability tendency, personality characteristics, gender and even social and family background. The basic form of the activity is that group members study and discuss, creating equal opportunities for each member to participate and creating a relaxed and pleasant learning atmosphere.
2. Active interdependence of team members is the key. Online educational papers
In group cooperative learning, members should not only strive to achieve their personal goals, but also help group partners achieve their goals. Through mutual cooperation, team members can learn from each other's strong points and achieve their respective learning goals. Strengthening emotional communication and information exchange among students is conducive to the impact of thinking and the generation of sparks of wisdom, so that students can become active participants in teaching activities.
3. Take the performance of the group as the evaluation standard.
Group cooperative learning turns the individual competition in the class teaching system into group competition, and everyone has a sense of belonging and identity in the group, which enhances the sense of collective honor of the learning group and cultivates the spirit of cooperation.
Second, the model construction of group cooperative learning.
Group cooperative learning is also based on classroom teaching and takes cooperative learning group as the basic activity form. Its basic model is: situational induction-group activities-exchange feedback-induced evaluation.
Situational induction: Creating problem situations through proper narration can stimulate students' interest and desire in learning, generate the impulse and desire for cooperative learning, and guide students to join group activities with high learning enthusiasm.
Group activities: cooperative learning groups carry out research, discussion, communication and other activities according to the characteristics of group members after defining their learning objectives, and discover, discuss and gradually solve learning problems in group activities.
Exchange feedback: the cooperative learning group reports the learning situation of the group, understands the learning behavior and effect of each group, and puts forward collective research on the existing intractable diseases. According to the research results of each group, compare and debate, check and revise, and consciously make up for the shortcomings and deficiencies.
Inductive evaluation: Teachers summarize, summarize and supplement the teaching contents according to the cooperation situation, so as to help students unify their understanding and draw conclusions. And evaluate the performance of each group and its members, affirm the achievements, point out the shortcomings, point out the direction and guide the action.
Third, the organizational strategy of group cooperative learning.
In the process of implementing group cooperative learning according to the above basic model, teachers should adopt the following organizational strategies to effectively ensure that group cooperative learning moves from form to substance.
1, scientific grouping and reasonable division of labor.
Scientific grouping and reasonable division of labor are the prerequisites for the smooth development of group cooperative learning and the function of group learning. Students should be comprehensively evaluated according to their intelligence level, cognitive basis, learning ability and psychological quality, and then grouped according to the principle of "heterogeneity within groups and homogeneity between groups", with 4-6 people in each group. This will not only ensure complementary advantages, but also be conducive to fair competition. Teachers should also reasonably divide their work according to different learning contents, students' specialties and personality differences, or cooperative team members can negotiate democratically and divide their work by themselves, give full play to the role and advantages of team members, and ensure the smooth development of cooperative learning activities. While carrying out a reasonable division of labor, we should also choose a good team leader. The group leader is the organizer of a group cooperative learning activity and the teacher's little assistant. Choosing a good composition is directly related to the efficiency and success of learning activities. We can choose the team leader by self-recommendation and voting within the group, and announce the responsibilities and related requirements to the team leader.
2. Careful design and effective discussion.
Organizing group cooperative learning is not a simple matter. Teachers should make a lot of pre-class preparations before each class, understand the characteristics of students, thoroughly understand the teaching materials, and make a correct judgment on whether to carry out group cooperative learning. It is necessary to systematically design cooperation content, autonomous learning, environmental atmosphere, exchange feedback, evaluation and encouragement. Especially in the discussion of group cooperative learning, we should grasp the important and difficult points of the textbook and have a targeted discussion. In order to prevent the discussion from becoming a top student's personal performance, the form of discussion can be enriched. For example, before the discussion, the group members think independently, write down their ideas, then express their ideas separately, and then discuss them to form a collective opinion. You can also think independently, draw lots to decide a member to state his own views, and then everyone can express their opinions, ask questions and discuss with each other. This discussion makes group cooperative learning more effective and gives full play to the complementary advantages of students.
3. Timely guidance and participation in supervision.
Emphasizing the cooperation between students does not mean ignoring the leading role of teachers, who are always the organizers, guides and participants of cooperative learning. In teaching, teachers should be good at creating problem situations, stimulating students' interest in learning, defining learning objectives, and engaging in cooperative learning with high learning enthusiasm. In the process of cooperation, teachers should be good at inspiration and clever guidance. Especially when encountering difficulties and unexpected confusion, we should go deep into the group, participate in it, grasp the situation and make timely adjustments to ensure the orderly and effective development of group cooperative learning. Teachers should diagnose and deal with problems in time, pay attention to activating "cold scenes" and controlling "overheated scenes" so that all team members can "move" and "live". Teachers should also participate in group study and discussion, keep abreast of the learning situation of each group, flexibly use teaching wit, adjust learning time, and teach students some methods of exploration and discovery, which will constantly trigger the collision of students' thinking and guide students' exploration to a deeper level.
4, timely feedback, incentive evaluation.
Timely feedback, evaluation and encouragement play a guiding and promoting role in group cooperative learning. Timely feedback is helpful for all cooperation groups to fully display their achievements, expound their views, listen to the opinions of other groups, absorb the strengths of others, make necessary amendments and supplementary speeches in time, further internalize their knowledge through timely feedback, and sum up reasonable conclusions and the best strategies to solve problems. In order to improve students' sense of cooperation and motivate them to improve the level of group cooperation activities, we should strengthen incentive evaluation. When evaluating group activities (1), you can combine group self-evaluation and group mutual evaluation. Self-analyze problems, sum up experience, learn from each other's strengths and promote each other. (2) Combining the collective evaluation of the cooperative team with the evaluation of the team members, focusing on the cooperative learning group, and strengthening the collective sense of honor of the "learning group". (3) We can evaluate the order of group activities, the participation of group members, the learning process and the effect of the group.
In teaching, we can often select the best group, or encourage all members to take the initiative to take responsibility in the form of "group spokesman", so that there will be interaction, mutual assistance, mutual encouragement and progress in the group, strengthen students' sense of cooperation and improve their comprehensive quality in an all-round way.
As one of the learning methods actively advocated in this curriculum reform, group cooperative learning is a learning form that conforms to the progress and development of the times. It will play a positive role in promoting students' initiative and free exploration and cultivating students' innovative consciousness and practical ability. As a teacher, we should take students as the main body, give full play to the leading role of teachers, seize the best opportunity, organize and guide students to carry out group cooperative learning, and let group cooperative learning really move from form to essence.