Cooperative learning is a creative and effective teaching theory and strategy system widely adopted in many countries in the world. However, in our current classroom teaching, there is often a phenomenon of "paying attention to form, ignoring essence and lacking effectiveness". "Group cooperative learning" plays an active and important role in giving full play to students' initiative in learning, promoting emotional exchange among students, helping each other to learn, and improving mutual learning. Teachers should strengthen research, explore hard and constantly improve the effectiveness of group cooperative learning.
1. Form a reasonable grouping
In daily classroom teaching, the most common form of group cooperative learning is to naturally divide into four-person groups according to the front and rear seats, and the arrangement of seats is often matched with boys and girls according to the order of students' height. Although such grouping is simple and easy to carry out group activities, the personnel collocation is unreasonable, which is not conducive to the optimal combination, complementary advantages and mutual promotion of students with different characteristics and levels.
Teachers should pay attention to the rationality of the structure when building cooperative groups. First, the number of groups should be reasonable, generally 4-6 people are appropriate. Too many people are not conducive to the communication between students and the full display of individual talents, and too few people are not conducive to the communication and mutual assistance between students; Second, grouping should follow the principle of "homogeneity between groups, heterogeneity within groups" and establish a "pluralistic world" of learning. Teachers should group students according to their differences in knowledge base, learning ability and personality characteristics, so as to optimize the combination of students with different characteristics and levels, so that each group has students with high, medium and low levels. This grouping not only helps students to complement each other and promote each other, but also lays the foundation for fair competition among all groups in the class; Third, team members should be dynamic. It can be the exchange or rotation of some roles between groups, or students can freely combine according to the needs of the activity theme. This not only makes students feel fresh and enhance their interest in cooperative learning, but also changes their long-term position in the group and provides each student with a balanced development opportunity. Group grouping should not only pay attention to the division of large groups, but also pay attention to the collocation of groups. In our implementation of the tutorial, the role of the two-person group is very important. Therefore, teachers must be scientific and reasonable in the collocation of the two-person group, and give full play to the role of each student, which can stimulate students' interest, cooperate happily, and win both sides.
Second, establish orderly rules
In class, this phenomenon often occurs: teachers ask questions for students to discuss, and there will be a lively scene in the classroom immediately. But as long as you pay a little attention, it is not difficult to find that this is just a kind of "fake excitement" on the surface, but in fact it is "busy and disorderly" In some groups, several people scrambled to speak at the same time. You said yours, I said mine, and no one listened to anyone. In some groups, only one or two people always speak, while others just listen absently; Some group members refuse each other, and no one wants to speak first; Some groups simply took the opportunity to chat and joke. The main reason is the lack of rules for group activities, and "Fiona Fang can't be made without rules".
to solve the above problems, we can try the following methods.
(1) cultivate good cooperative learning habits. First, the habit of independent thinking, to avoid the phenomenon of "conformity" and blind conformity in group communication; Second, the habit of active participation and active speech, so as to think actively and try to express their opinions; The third is the habit of listening carefully, listening clearly to what others are saying, and learning to respect others; Fourth, observe the habit of classroom discipline and cooperation rules, and avoid unnecessary arguments and quarrels.
(2) Rational division of labor and clear responsibilities. The team should have a team leader, a recorder and a reporter. The group leader should choose students with strong organizational ability and cooperation consciousness. Its main responsibility is to divide the work among the members of the group and organize the whole group to carry out exchanges, discussions and cooperative inquiry activities in a serious and orderly manner. The recorder's duty is to record the important contents in the group activities. After summing up, the reporter will communicate and report on behalf of the group in the whole class. Teachers should do a good job of coordination, make sure that the group has the same goal, let the members of the group support each other and cooperate closely, and give play to the team spirit, so as to effectively complete the task of group cooperation.
Third, choose the right time
Cooperative learning is an important way of classroom teaching, and cooperative inquiry is conducive to brainstorming and complementary advantages. But not under any teaching conditions, cooperative learning is the best form of teaching organization, and not all learning content is suitable for cooperative learning. In the new classroom teaching, in order to pursue the diversification of learning methods, some of our teachers blindly adopt group cooperative learning methods, not according to the characteristics of teaching content and the actual situation of students. For example, some teachers design group discussions where the teaching content is too easy or too difficult, some teachers organize group inquiry in places suitable for the whole class teaching or teacher guidance, and some teachers arrange group cooperative learning for many times in a class. As a result, due to improper timing, the results were minimal.
Teachers should choose valuable content, favorable opportunities and appropriate times for students to carry out cooperative learning according to the teaching content, students' reality and teaching environment conditions. Generally speaking, simple learning content only requires individual independent study or whole class teaching, while more complex and comprehensive learning content can be learned by group cooperation. Teachers should carefully design the "problems" of group cooperative learning according to the characteristics of teaching content, provide students with appropriate and challenging learning objects or tasks, and lead students into the "nearest development zone". The "problem" of cooperative learning can be the inquiry, divergence and contradiction of teachers in the design of key and difficult points in teaching, or the problems that students take the initiative to ask in questioning and asking difficult questions, or the problems that students disagree and need to argue. However, it is not appropriate to arrange too many times and time of group cooperative learning in a class to prevent randomness and formalization.
Fourth, provide plenty of time
When we carry out group activities, teachers often announce the start of cooperative learning without giving students a moment to think after showing their questions, and then stop in less than two or three minutes. At this time, students usually have not entered the topic, or have just begun. Such group activities not only fail to achieve the purpose of cooperative learning, but also easily dampen students' enthusiasm for cooperative learning and form a bad habit of perfunctory.
Teachers should provide students with ample cooperative learning time. Without a certain amount of time, cooperative learning will become a mere formality. Therefore, teachers should provide students with sufficient time for operation, inquiry, discussion and communication, so that each student has the opportunity to speak and time to complement, correct and debate each other, so that the wisdom of students at different levels can be brought into play. Before cooperative learning, students should be given enough time to think independently, because group cooperative learning is more effective only when students are puzzled by solving a certain problem.
Fifth, create a relaxed and harmonious atmosphere
Pupils often have a strong curiosity and desire to explore new and fresh things, so when choosing cooperative learning, teachers should create certain situations to make students need cooperative learning. In group cooperative learning, teachers should create a democratic, harmonious, relaxed and free learning atmosphere, respect and protect students' enthusiasm for participation, and encourage students, especially those with learning difficulties, to actively participate in activities in various forms. At the same time, teachers should also participate in it equally, and guide, help and encourage the learning situation of each group in time. Let students fully appreciate the fun of cooperative learning.
VI. Diversified evaluation and reward methods
When our group reporter stands up to speak on behalf of the group, he often means "I think …" and "I think …", which seems to be not on behalf of the group's opinions, but only personal opinions. Teachers' evaluation of group reports is often "You speak well!" "You are very insightful." Obviously, students' incorrect way of speaking is caused by teachers' unscientific evaluation. Its main problems are as follows: first, it focuses on the evaluation of individual students, ignoring the collective evaluation of students' groups; Second, it focuses on the evaluation of results and ignores the evaluation of processes and methods. Teachers seldom evaluate students' learning attitude, learning habits, participation, innovative consciousness and practical ability, especially those students who are usually introverted and few words. This unfair and incomplete evaluation can easily dampen students' enthusiasm and initiative to participate in cooperative learning, and it is even more impossible to give full play to the function of "evaluation promoting development".
Teachers' evaluation plays a very important role in encouraging students to participate in activities and improving the effectiveness of cooperative learning, so teachers' evaluation must be encouraging, targeted, instructive and comprehensive. First, attach importance to the combination of individual evaluation and group collective evaluation, and promote mutual learning, mutual assistance, complementarity and mutual promotion among group members through evaluation; The second is to attach importance to the combination of learning process evaluation and learning result evaluation. In addition to properly evaluating the results of group learning, teachers should pay more attention to the evaluation of students' cooperative attitude, methods and participation in the learning process, pay more attention to students' listening, communication and cooperation, and give full affirmation and spiritual and material diversification rewards to outstanding groups and individuals in time. "Dont Ask For Help people are successful, but they want everyone to make progress."
In short, "group cooperative learning" is an important learning method advocated by the new curriculum, which plays a positive role in promoting emotional communication among students, giving full play to students' initiative in learning, cultivating students' cooperative ability and team spirit, and narrowing the gap between excellent and poor students. Teachers should strengthen research, explore hard, and constantly enhance the effectiveness of group cooperative learning.