How to carry out group cooperation in music class
Group cooperative learning is one of the effective learning methods actively advocated by our school since the curriculum reform. Group cooperative learning can effectively improve students' learning efficiency. Cultivate students' good cooperative qualities and study habits. I believe that the essence of group learning is to establish a positive interdependence among students. Each group member not only has to take the initiative to learn, but also has the responsibility to help other students learn, with the goal of every student in the group learning well. So how to carry out group cooperative learning in music teaching, and how to make group cooperative learning more effective? I think we should pay attention to the following points:
1. Before cooperative learning, scientific grouping should be carried out and a reasonable cooperative group should be established.
The purpose of group cooperative learning is to allow everyone to participate in the learning process, so that everyone can experience success and the fun of exploration and discovery. Each group in cooperative learning is a small collective.
In the first and second grades, the cooperative learning group I usually formed in the class usually consisted of 4 people, one of whom was an excellent student, one was a poor student, and two were average students. It was formed in the fourth grade. A cooperative learning group usually consists of 6 people, two of whom are top students, two are poor students, and two are average students. They are composed of members with different genders, musical aptitudes, personalities, tempers, etc. There are certain differences between the members. complementarity. The overall level of each group is basically the same, and each group is basically a microcosm or cross-section of the whole class. This allows different students to have different gains, avoids conflicts within the group, and better strengthens the spirit of unity and cooperation.
2. Teach students group cooperation skills in group cooperation.
During group cooperation, teachers should tour between groups to guide students to adopt correct and effective cooperation methods, and provide timely guidance, encouragement and help. For example: In the group cooperation role-playing music game activity, I guide the group leader to reasonably allocate roles after group discussion and exchange of opinions. When the group discusses how to perform, I educate students to respect each other, understand each other, and be good at listening to each other's opinions. The specific method is: when listening to your partner, look at the other person, concentrate, and don't interrupt. If you agree with your partner, you can smile and nod, or give a thumbs up. The person who is praised should politely express his gratitude to his partner. If you disagree with someone else's opinion, don't laugh at them. Suggest it to them sincerely, but give your reasons. Don't be unhappy when your peers give you opinions, and listen to other people's opinions with an open mind. You can argue if you have different opinions, but you must have a friendly discussion and express your reasons. Only in this way can students' communication and cooperation abilities be improved, and the effect of group cooperative learning can be improved.
3. Give students timely and objective evaluation during group cooperation.
Evaluation is particularly necessary to promote students' independent learning. In grades one and two, I mainly use teacher evaluation. Promptly praise each group for what they do well. In the fourth grade, I used a combination of teacher evaluation and student mutual evaluation, focusing on the mutual evaluation between students. Groups score each other and compete with each other in class. The group's score is determined by mutual evaluation of the quality of the group's singing, the effect of the performance, and the quality of various other types of musical activities. In this way, competition between groups is fierce, thus mobilizing students' enthusiasm for learning music.
4. Play the role of teacher in group cooperation
Cultivating students' cooperation ability requires a process from easy to difficult, from "support" to "release", step by step. Students' self-control ability in cooperative discussions is lacking. Teachers should actively participate in it, paying attention to the local area and taking into account the whole class; grasping both the progress of the discussion topic and the center of the discussion topic. If the discussion is difficult, disorderly or deviates from the topic, appropriate and effective guidance must be provided in a timely manner, but students must be allowed to discuss boldly. During class, teachers should pay attention to observing group cooperation activities and find that good behaviors expected by teachers occur during group cooperation. They should praise them in a timely manner and explain to the whole class why they are recognized, which invisibly makes them the objects of imitation by other groups. . Cooperative learning not only focuses on results, but also on the process.
Group cooperative learning is a new way of learning. In the process of teaching practice, there will be many problems that need to be further studied and improved. As a practitioner of the new curriculum reform, I am willing to work with my colleagues to observe with my eyes, express with my own language, think with my own mind, and feel with my own heart, so that group cooperative learning can be more active and effective The role!