In music teaching, how to scientifically, reasonably and effectively organize students to carry out "group cooperative learning"? "Group cooperative learning" is an effective learning method advocated by the current curriculum reform, and it is also one of the important topics for all educators to study and research.

1. Focus on practical results and "real" cooperation.

"Group cooperative learning" is not simply dividing students into several groups to sit around and study together. For music teaching,

Teachers should fully care about the "live situation" of each group's cooperation, so that each student has plenty of opportunities to express his or her own views and opinions, listen to the opinions of others, and enable them to have Opportunities to develop good communication skills and ultimately achieve balanced development of cognitive, affective and skill teaching goals.

First of all, team members must carry out a reasonable division of labor. Without a clear division of labor, team members work independently and are scattered, making it impossible to achieve true cooperation. In music teaching, the allocation of roles, resources, etc. can be used to clarify the personal responsibilities of group members so that they can rely on each other, honor, disgrace, and equality. For example, when I was teaching the music of "Little Raindrops", I carried out the following division of labor before the groups collaborated to create the movements: groups 1, 2, and 3 played the little raindrops, groups 4, 5, and 6 played the flowers, and groups 7, 8, and 9 played the flowers. Group 10, 11, and 12 played the role of Miao'er. The students in each group were divided into roles, and then they were allowed to cooperate and fully express their respective images according to the lyrics. For example, in the process of testing song learning, I also used group cooperation, allowing team members No. 3 and 4 to act as singers, team member No. 2 to act as evaluators, and team member No. 1 to correct errors in pitch and emotion. This allows group members to have their own tasks and responsibilities, realizing interdependence and true cooperation among students.

Secondly, students must be given sufficient time to cooperate. In the practice of classroom teaching, teachers often design links for group cooperative learning, but fail to give students enough time for cooperative learning. As a result, students have just assigned their roles in cooperative learning and have not yet fully entered the state of cooperative learning, or when students are having an enthusiastic discussion, the teacher considers the limited teaching time and ends the students' cooperative learning, making the cooperation It failed to produce results and achieve practical results. Therefore, cooperative learning cannot be used frequently. Once used, it must be used fully to give students enough time and space for cooperative learning so that they have full opportunities for cooperation, communication, and display.