There are still some hidden problems that greatly restrict the effectiveness of group cooperative learning.
First, the status quo of direct group cooperative learning
Almost all teachers have adopted this learning method, but we can find that when teachers adopt this learning method, they have not considered its necessity and have no specific guidance. The common hint is: "after self-study, communicate in the group." "Solve this problem in groups" and "four-person group discussion" ... At first glance, students' enthusiasm for learning is very high and the atmosphere of discussion is very warm! However, going deep into group cooperative learning, we can find that students are talking about some relatively simple ideas. When I finished, I began to play in a low voice. Some people are starting to do this. A few minutes later, when the teacher gave a high five, all the students were quiet. Then some "foreign Ministry spokesmen" began to "formally show their attitude" to the whole class ... If you think about it carefully, some experts say that "group cooperative learning" is the wishful thinking of teachers, and both teachers and students suffer, which is not true. So, is such "cooperation" necessary? If it is cancelled, can some so-called problems in class be solved? How much have students gained from "group cooperative learning"?
Second, the bottleneck restricting group cooperative learning
1, teachers' own problems:
First, teachers are not clear about what kind of learning tasks are suitable for cooperation;
Second, teachers are not clear about how students should cooperate.
Thirdly, it is not clear what process students should go through when studying cooperation.
2. Students' own problems:
Whether the arrangement of team members is reasonable; Whether the division of labor among team members is clear; Whether the segmentation of learning tasks is appropriate; Whether the problem that needs cooperation is valuable; Cooperation frequency What is the appropriate cooperation frequency? ……
Third, explore effective strategies for group cooperative learning.
Strategy one. Carefully choose the content of cooperation.
Although group cooperative learning is a good teaching strategy, it does not mean that it is universally applicable to all situations. Some goals can be achieved through students' own learning without cooperative learning; Some students can only get good grades by themselves, but the way of group cooperation is not conducive to reaching the standard. All these need to be determined according to the actual situation, and we must not excessively pursue the form of group cooperative learning and ignore its internal needs. Generally speaking, only those key goals, difficult goals, high-level goals or goals that are not suitable for individual students are necessary to adopt the form of group cooperative learning.
1, the timing of cooperation should be chosen when individuals have difficulties in learning.
When students find it difficult to choose and need help, cooperative learning is carried out to complete the learning task through cooperation, which reduces the difficulty of students' inquiry, is conducive to the interaction between teachers and students, and gives full play to students' initiative. Group cooperation will certainly achieve the expected results.
2. The timing of cooperation should be chosen when students disagree.
Nowadays, students are competitive, have a certain desire for competition, and are eager for their opinions to be adopted and affirmed by others. At this time, teachers can let students cooperate, which can not only cultivate students' cooperative spirit, but also enhance their sense of group competition, so that students can truly become the masters of learning.
Second, pay attention to the organization of the group learning process.
(1) Scientific establishment of cooperative learning groups
When grouping, we should consider each student's own situation, follow the principle of "heterogeneous in the same group, homogeneous in different groups", rationally allocate each group member, and control the number of students in each group to be 4-6. Otherwise, a certain group stands out in the class, and it is very active in both communication and speech, and other groups are very unpopular, which is not conducive to the study of other groups.
(2) Let students think independently before cooperative learning.
Cooperative learning must be based on individual autonomous learning. To participate in discussion and inquiry, students must have their own opinions, and individual independent thinking is irreplaceable by others or groups. If students can't think independently and have no ideas and opinions of their own, cooperative learning will become an empty talk. As soon as some teachers show their questions, they will study in groups immediately. At this time, students haven't thought independently, and the discussion is definitely not deep enough. Therefore, after teachers ask questions, they should first give students a buffer time to think deeply and independently. Once students have their own ideas and viewpoints after their own brewing and thinking, they can have something to say, opinions to talk about and in-depth discussions, thus having spiritual blending and thinking collision. Therefore, when organizing group cooperative learning, teachers must leave time for students to study and think independently.
(3) Before cooperative learning, teachers should make necessary statements to let students know their own requirements.
Before each group activity, the teacher must clearly put forward the content and requirements of this activity, so that students can know what they are doing, and ask students to listen carefully to the requirements before starting the activity. Otherwise, some students will only hear part of the requirements for teachers, or sit around blindly if they can't hear clearly at all, which will affect the effect of cooperative learning.
(4) Ensure that the team has enough cooperation time.
In classroom teaching, it is often seen that teachers arrange the teaching link of group cooperative learning and arrange students to study according to the self-study syllabus, but they do not give students enough time for self-study, which leads to poor effect of group communication. It is not uncommon for such group cooperative learning to become a mere formality. Taking group discussion as an example, the time of group cooperative learning should at least include the following components: the time for students to study independently and produce their own opinions; Time for members of the group to express their opinions in the group; Time for discussion and formation of representative opinions among group members, etc. If there is not enough time as a guarantee, group learning will not achieve the expected results, and the result is a waste of time.
(5) Active participation and timely guidance.
In addition to announcing the cooperation rules in advance, in many cases, teachers must also observe and participate in the cooperative learning of groups on the spot to provide them with timely and effective guidance. For example:
(1) When the group activities are going very smoothly, teachers should praise them in time.
(2) When the group's task is not clear. Teachers should be patient and explain the contents and operating procedures of tasks to students repeatedly.
(3) The group discussion is too loud, so the teacher can choose a person from the group as the voice supervisor, or let the group students move a little. If the group discussion is much quieter, the teacher should reply in time.
Third, make a scientific evaluation.
(1) The evaluation should be group-oriented. After the students discussed in groups, the teacher praised the seriously discussed group and made a complete and correct speech according to the patrol and communication between groups. Putting forward hope for groups that are not serious enough and have scattered opinions enhances the collective cohesion of the groups and cultivates students' modern sense of participation and cooperation.
(2) There are various forms of evaluation. According to the age characteristics of senior students, it is suggested to use various praise mechanisms to let them experience success. In addition to the usual bonus system, you can also set up gold, silver and bronze medals, which are judged by teachers and students together. The students who won the gold medal exchanged experiences in the whole class. In this way, the group started the competition, which mobilized the enthusiasm of each student and promoted the unity and cooperation among the group members.
(3) The evaluation should be comprehensive. In group cooperative learning, we should actively encourage and appreciate some students with unique opinions. Careful study attitude, the spirit of unity and cooperation, and the good habit of listening to others' opinions with an open mind should also be praised in time.
Fourth, promote the implementation of group cooperative learning.
1. Create a cooperative atmosphere and publicize students' personality.
During this period, our school has strengthened the construction of campus and class culture and vigorously created a cooperative learning atmosphere. Signs such as "Let's have a good life in class" have been hung on campus. With the active participation of students, the construction of class culture also shows the elegance of letting a hundred flowers blossom.
First of all, we combine students' cognitive characteristics, hobbies and personality differences to make reasonable grouping, and formulate detailed rules such as division of labor system, reward and punishment methods in group cooperative learning. Students are required to study the relevant requirements in the class as a unit, clarify the cooperation mode, and at the same time, let students design the group name, group emblem, group training and group songs in the group as a unit, so as to fully display students' personality and give full play to their talents. Individual groups such as "Black Ant Group", "Sunshine Youth Group" and "Star Challenge Group" were quickly established; Group training such as "Efficient class makes me soar, happy class makes my heart soar" and "Speak actively and be optimistic" is inspiring. "Grass, meteor, eagle spreading its wings" and other group emblems are unique; Songs adapted from "Stubborn Grass", "Unity is Progress" and "Twinkling Star" sang the voices of children.
2. Diversification of group cooperation and democratization of class management.
Taking advantage of the positive factors of group cooperative learning, our school integrates the group cooperative competition mechanism into the process of class management, effectively combines group cooperation with class management, reduces the workload of class teachers, and effectively improves the level of class management and construction. Especially with the continuous improvement of the evaluation system, students become the masters of the team and the masters of learning. The class spirit is lively and the style of study is strong, and the whole class presents a positive and good atmosphere.
3. Standardization of group learning and efficient classroom modeling.
We regard group cooperative learning as the basic learning form of various disciplines, which runs through all classrooms, making it the dominant way for students to learn, fundamentally changing the situation in which teachers dominate the classroom, thus strengthening students' dominant position in the classroom. Whether teaching and research courses, standard courses or in-class courses, students' group cooperative learning is regarded as the main evaluation system to promote the normalization and standardization of group cooperative learning.
After group cooperative learning entered the classroom, although the teachers were enthusiastic, the actual operation was more difficult. In order to give full play to group cooperative learning in the classroom and relieve teachers' fear of difficulties, the school has put forward different requirements for different disciplines and grades, providing teachers with practical operation space. At present, group cooperative learning has been fully used in different disciplines, and different class types have emerged. In practice, we find that literacy teaching in Chinese class, ancient poetry (literature) teaching, reading teaching and comprehensive activity class, concept class in mathematics discipline and multi-solution in problem solving, and experimental class in science are more suitable for group cooperative learning. For example, in the process of literacy teaching, teachers can learn new words by working in groups if they want to turn boring into vivid, simple into diverse, boring into vivid and let students feel the joy of literacy. In reading teaching, the implementation of group cooperative learning in mutual aid teaching with clear division of labor has greatly improved the efficiency and quality of reading teaching.
In the confusion of the new curriculum reform, we slowly found the beacon light. Although it is in the spring breeze, there are many thorns under our feet. On the road of building an efficient classroom, we will continue to work hard, seriously study the advanced experience of famous teachers such as Han Xinge, and apply the advanced concepts we have learned to teaching practice, first thinning and then increasing; On the road of building an efficient classroom, we will take solid steps and be brave and strong.
Walk slowly.