The composition of cooperative group is the most fundamental and basic factor in cooperative learning, and the structure of the group and the participation of its members will directly affect the effect of cooperation. Therefore, to guide primary school students' cooperative learning, we must first form an effective cooperative group.
1. Carefully team up.
Generally speaking, it is advisable to have four to six people in a cooperative team, and teachers should be carefully matched, taking into account the reasonable differences in academic performance, gender and personality characteristics of team members. Members of each group try to be "heterogeneous in the same group and homogeneous in different groups", that is, heterogeneous in the same group and homogeneous in different groups. When students cooperate, they should pay attention to the side facing away from the teacher, so that all students' faces face the teacher.
2. Implementation of division of labor.
In order to ensure the order and effectiveness of cooperative learning, each student should have different division of labor and corresponding responsibilities in the group: for example, the group leader is mainly responsible for coordinating the division of labor and synthesizing the opinions of the group; The recorder is responsible for recording the speeches or findings of the team members; The spokesman is responsible for expressing and reporting the results of the cooperative learning of the whole group.
3. Clarify the objectives of cooperation.
Cooperative goal is not only the direction index of group cooperative learning, but also the evaluation standard of group cooperative learning. Teachers should make students clear the goals of cooperative learning: first, academic goals, that is, the requirements of understanding and mastering mathematical knowledge and cultivating and improving their abilities. The second is the goal of cooperative skills, which refers to the process requirements of communication, listening and communication in cooperative learning. It is important for students to make it clear that they should not only complete their own learning tasks, but also learn how to cooperate with others through group cooperative learning, so as to cultivate a good sense and quality of cooperation.
Second, carry out effective cooperation activities.
Effective cooperation activities should be carried out. Teachers should be good at creating different learning situations and implementing different ways of cooperation according to different learning contents to stimulate students' interest and freshness in cooperative learning.
1, cooperative discussion:
Cooperative discussion is the most commonly used basic form in cooperative learning. Cooperative discussion refers to the learning style and process in which the group cooperative discussants express their opinions around the problems designed by teachers, and form group opinions on the basis of each individual opinion. For example, teach "the understanding of the circle". After learning the characteristics of the circle, let the students discuss in groups "Why is the wheel round? Why should the axle be installed in the center of the wheel? " Through cooperative discussion, students in the group communicate and inspire each other, further expand the breadth and depth of students' thinking, deepen their understanding of mathematical knowledge, enhance their awareness of active inquiry and improve their cooperative communication ability.
2. Cooperative operation:
Collaborative operation refers to the collaborative operation mode and learning process in which team members complete learning tasks with the same operation in high practice activities. For example, when teaching measurement, let students measure the length and width of the classroom in groups, and the group members cooperate with each other, and use tools such as tape measure and tape measure to measure the required data respectively for perception.
3. Cooperative exploration:
Cooperative inquiry refers to the learning style and process in which cooperative teams acquire knowledge and skills, processes and methods, emotions and attitudes through independent inquiry activities such as finding problems, processing information, expressing and communicating. For example, in the teaching of cone volume, the cooperative team can use the advanced measuring equipment provided by the teacher, such as measuring cylinder, measuring cup, water, sand, empty cylinders and empty cones of different sizes, and deduce the calculation formula of cone volume through hands-on experiments and cooperative exploration.
Third, we must master effective cooperation strategies.
1. Cooperate only when cooperation is needed.
First, the timing of cooperation should be chosen when personal operation cannot be completed. For example, in the teaching of "Basic Statistics", the teacher played a video to let the students count the number of vehicles passing through the intersection within 1 minute, and the students began to record carefully, and the data obtained were different. So the teacher played the video again, and the statistical results of the students were still very different. At this time, the teacher can remind the students to think about why the students' data are different. Can you do something? At this time, students will naturally think of several students to cooperate to complete the task. Students began to form groups spontaneously, with a clear division of labor, some cars, some trucks and some motorcycles. Second, the timing of cooperation should be chosen when students have difficulties in independent thinking. For example, when teaching addition and subtraction within 10 thousand, there is an exercise: Xiaoming's family and Xiaohong's family are on the same road as the school. Xiaohong's home is 3 12 meters away from school, and Xiaoming's home is only 155 meters away from school. How far is Xiaohong's home from Xiaoming's? When students do it alone, it is a method. I tried group cooperation again, and both methods were put forward and schematic diagrams were drawn. Students explain different methods to each other in the group, which will get twice the result with half the effort and kill two birds with one stone.
2. Cooperation time should be sufficient.
In order to ensure the effectiveness of cooperation, students must be given enough time in cooperative learning: first, independent thinking should be sufficient. In teaching, teachers should pay attention to ensuring that students have some independent thinking time. When students have their own ideas and are in a state of "getting it off your chest quickly", they can start cooperative learning. Second, group discussion or cooperative inquiry should be sufficient. Let students have enough opportunities to speak in group discussions and have enough time to discover, discuss and communicate. Even if there is an argument, it is only because of the argument that generate can be promoted and the spark of innovation can only be achieved if there is a collision. Third, large groups should communicate fully. Through collective communication, we can give full play to collective wisdom, make knowledge more scientific, laws more reasonable, methods more diverse and evaluations more diverse.
3. The mode of cooperation should be flexible.
There are five basic modes of cooperative learning: ① creating situations and clarifying problems; ② The cooperative learning mode should be flexible. Students try to solve problems independently. (3) teamwork, * * * large group communication to solve problems, collective comments to consolidate exercises, expand and deepen. "There are methods in teaching, but there is no definite method", and the operation mode of cooperative learning changes with the different learning contents, which has many forms. We can't stick to the rules and stay the same. Teachers should use cooperative mode flexibly and effectively according to classroom changes.
4. Timely assessment.
Evaluation should follow four basic principles. The first is the principle of combining the evaluation results with the evaluation process. Teachers not only pay attention to the evaluation of learning results, but also pay attention to the evaluation of cooperation process and the quality of team participation in cooperation process. The second is the principle of combining overall evaluation with individual evaluation. Because cooperative learning turns the competition between individuals into the competition among groups, and takes the overall achievement of the group as the basis of reward or commendation, the focus of the whole evaluation shifts from encouraging individuals to reach the standard of cooperation, so the evaluation should focus on the evaluation of the group collective. The third is the principle of combining teacher evaluation with students' mutual evaluation and self-evaluation. Evaluation is not a teacher's "patent". Teachers should give full play to students' autonomy, promote students' self-reflection and develop students' metacognitive ability.
In short, effective cooperative learning is not easy to achieve, which requires teachers to carefully arrange the composition of cooperative groups; Carefully organize the activities of the cooperation group; Carefully cultivate the cooperative habits of team members; Earnestly grasp the opportunity of cooperation activities; Carefully handle various factors in cooperation. I believe that as long as we practice, reflect and improve with our heart, our group cooperative learning will be more and more effective!