How to build group cooperative learning

Changing learning methods is the core of the new round of basic education curriculum reform, and cooperative learning is one of the important learning methods advocated by the curriculum reform. With the gradual advancement and deepening of our school's curriculum reform, front-line teachers' understanding of cooperative learning has moved from concept to action; from blind attempts to orderly operation, from focusing on form to emphasizing practical results. How to truly involve students' behavior, cognition, and emotions in group cooperation and make cooperative learning effective is a matter of great concern to everyone. In order to deepen the study group construction work, these opinions are specially formulated.

1. What is a learning group

A learning group is the basic unit for efficient classroom conduct and the organizational basis for group cooperative learning. Group cooperative learning is a teaching activity that takes cooperative learning groups as the basic form, systematically uses the interaction between dynamic factors in teaching to promote student learning, uses the group's performance as the evaluation criterion, and jointly achieves teaching goals.

2. The great significance of group building

1. It is one of the two pillars of an efficient classroom (tutorial plan and group building)

2. The benefits of using study groups:

(1) It breaks the original single "seedling-transplanting" teaching method and better reflects the "people-oriented" concept;

(2) Cultivates The communication and cooperation ability among students, the significance of group cooperative learning goes far beyond the learning itself;

(3) Cultivate the unity (team) spirit of the small group;

( 4) Group cooperation increases students’ opportunities to demonstrate and enhances students’ self-confidence. In particular, underachievers have more opportunities to participate in classroom demonstrations;

(5) It is conducive to the implementation of military training and military training. , a small pair support project for strengthening soldiers;

(6) It is conducive to the implementation of hierarchical teaching, and more attention is paid to the individual differences of students in teaching;

(7) Enhancement It improves students' self-management ability and is more conducive to the management of class teachers;

3. How to establish study groups

1. Principles of group division

Group division should be Following the basic grouping principle of "homogeneous pairing, heterogeneous grouping, and parallelism between groups", study groups with comparable learning abilities are formed based on students' different academic performance, psychological characteristics, personality traits, interests and hobbies, learning abilities, family situations, etc. , generally mainly heterogeneous, so that there is a certain degree of complementarity and individuality between group members. At the same time, homogeneity between groups is maintained to promote intra-group cooperation and inter-group competition.

(1) The distribution of male and female students should be moderate

Some teachers assign groups simply based on their grades and do not make reasonable allocations based on the gender ratio of students in the class. This is very unfair. Scientifically speaking, in order to maximize the benefits of the group, we must also pay attention to the gender matching of the members in the group, that is, the ratio of boys and girls must be reasonably adjusted. There are several advantages to doing this:

First, it facilitates a reasonable division of labor. Most of our sanitation is done by students themselves, such as dormitories, restaurants, health areas, and classrooms. If the ratio of male and female students is unbalanced, cleaning sometimes becomes a problem.

The second is the complementarity of thinking. Generally speaking, male students think better in abstract terms, dare to think and act, and have great leaps in thinking; female students think better in images; male students are careless, while female students are careful and conscientious. This combination of male and female students will allow them to complement each other very well in all aspects of work.

The third is to facilitate competition. Group learning is both competitive and cooperative. If the male-female ratio is appropriate, the teacher can conduct a male-female competition on the basis of group evaluation to maximize students' initiative

(2) The matching of students' personalities should be complementary

Whether it is in classes or groups, teachers should pay attention to the differences in students' personalities, especially in open classes. If students with extroverted and introverted personalities are not matched well, then the group Students cannot cooperate well in the classroom, so that each group can grab the opportunity to show off. Therefore, teachers must evenly distribute extroverted students into various small organizations. Only in this way can extroverted students drive introverted students and achieve better promotion.

As a teacher, you should constantly provide guidance to your classmates so that they can fully demonstrate themselves in the classroom and show their bright side. Only by showing can you improve, because in this way you will continue to gain of perfection.

(3) Advantageous subjects and disadvantaged subjects should be well combined

Group teaching can help students help each other, so as a class teacher, you should pay more attention when ranking , within the same group, there should be leaders in various subjects such as mathematics, English, physics, etc., and they should not all be partial to a certain subject, otherwise it will easily lead to no one to communicate with each other during communication, and no good students to provide guidance when providing assistance. Teachers should combine students' subject scores and make reasonable fine-tuning of students in each group according to their subject strengths and weaknesses, so as to make it easier to provide assistance and communication.

(4) The arrangement of seats must be reasonable

Training soldiers, teaching soldiers, and strengthening soldiers are the best results for students' cooperative learning. As a class teacher, you should create such a situation for your students. opportunities, so the seating arrangement should be planned so that the students will be in the same group, the superior students can discuss with each other, and the underachievers can also easily ask the superior students for advice. Generally speaking, our seating arrangement is such that top students are in the middle (usually the group leader and deputy team leader), and students with intermediate level and students waiting to be transformed are on both sides, so that top students and top students can communicate at any time, and top students and students waiting to be transformed can also communicate at any time. comminicate.

(5) Phased Random Adjustment

After the members of the group are fixed, they are not fixed once and for all. After a period of observation and evaluation, there may be changes due to the initial establishment of the group. There are situations that cannot be preset at the time, and there are some problems with the cooperation between group members and the strength between the groups. At this time, the teacher should make timely adjustments. The coordination should be coordinated. If the coordination is not enough, you should consider adjusting the seats. We must not be afraid of trouble and allow it to develop freely.

2. Specific grouping methods

The head teacher, classroom teacher, monitor, study committee member, and class representatives will discuss and negotiate together. Each class should be divided into 6-8 groups, with 6 students in each group. -10 people, (when there are more group members, the group can be further divided into two groups, A and B.) After each group of students has arranged their seats, there will be 6-10 people in each study group, according to the students' knowledge base, psychological characteristics, and personality. Characteristics, hobbies, learning ability, family situation, etc. are divided into three categories A, B, and C (or four categories A, B, C, and D or five categories A, B, C, D, and E). For example, 6 people form AA , BB, CC group member structure. Type A students are called top students, type B students are called outstanding students, and type C students are called outstanding students. Type A, B, and C students have similarities in personality development, but also have different learning levels. During the learning process, classified cooperation and communication between A to A, B to B, and C to C can be achieved, making the learning more clearly targeted. At the same time, the purpose of A teaching B and B teaching C can be achieved, so that everyone can Able to achieve the learning objectives of the "Zone of Proximal Development". Grouping in this way provides conditions for communication and cooperation between A and A, B and B, and C and C. It is also conducive to A helping B and B helping C. It makes full use of the differential resources among students and further optimizes the students in the class and group. The optimal learning environment for learning achieves the purpose of promoting common progress. Achieve "extend the mutual learning of teaching to the entire classroom, and let diverse resources derive thousands of seniors."

3. Group building procedures

A. Create a group name→B. Creative group training→ C. Make a group logo → D. Determine the goal

Choose a loud name. Let the group members discuss together, brainstorm, and give the group a positive, innovative, and resounding name. This will help unite people and form group goals and team spirit.

4. Seat settings

4. Basic organizational personnel settings within the group

1. One leader and one deputy leader: the leader is in charge Working comprehensively, the deputy team leader focuses on discipline, hygiene and other aspects of work.

2. Internal medicine representatives of each group: According to the different scores of students in each subject, group internal medicine representatives are set up. Each person is responsible for collecting and submitting homework for 1-2 subjects and correcting the tutorial plan.

3. Each group has one supervisor (responsible for learning discipline, labor hygiene, and preventing cheating) and one recorder (recording star ratings and reporting results).

5. Selection of group leader

1. Excellent academic performance

The group leader is a manager, whether in study or life. All critical. The group leader must be able to take the lead in all aspects. The selection of the group leader must consider his academic performance. If the academic performance is not good, no matter how responsible he is, he will not be convinced by his classmates.

The group leader does not necessarily have the best academic performance, but he must be the best in learning within the group. Only in this way can he convince the crowd, and his classmates in the group will listen, and he will have charisma in group management and be able to Manage the entire group well.

2. The personality should be outgoing

The group leader should not only have good academic performance, but also have an outgoing personality. As a teacher, you should choose extroverted students as group leaders. If the group leader is introverted, he will not be able to take the lead in many aspects. If you do not take the initiative to present during class presentations, then other team members will not be too proactive. If you want students in the group to take the initiative to present and actively participate, the team leader must take the lead and set an example.

3. Have a strong sense of responsibility and organizational and management capabilities

An excellent team must have a team leader with a strong sense of responsibility and strong organizational and management capabilities. If group members are not engaged in learning, are not serious, and do not participate in class presentations, the group leader should find out in time and make corrections in a timely manner. Otherwise, the students' learning results will not be good. Therefore, when teachers select group leaders, they must choose students with strong sense of responsibility. As for organizational and management skills, teachers can provide special training to group leaders in future work. Through acquired training and training, the group leader's management ability will be improved to a certain extent. improve.

4. Self-requirement standards should be high

To manage their own group well, group leaders must lead by example, be highly involved in daily study, actively participate in class, and have the courage to Demonstrate, be rigorous and conscientious in doing things, and have high standards of your own. Only when the group leader has high standards can he discover the deficiencies of the students in the group and make timely corrections. A sheep led by a lion will be very brave, but a lion led by a sheep will never be strong.

5. Selection methods should be diverse. It can be self-recommended, designated by the teacher, or selected by group members

(1) Teacher designation: The method of selecting group leaders is also very important. Under normal circumstances, teachers often designate group leaders, and they can let whoever they feel is qualified. No matter who is responsible, but when the teacher criticizes him after problems arise in management, he will feel aggrieved and may even want to stop being a group leader. After all, there is a price to pay for taking responsibility. The incomprehension of classmates and the criticism and accusations from teachers will make him feel unsatisfied. Therefore, we can select group leaders in various ways.

(2) Self-recommendation: In addition to the teacher's designation, students can also self-recommend. Before selecting the group leader, the teacher first does a good job of ideological mobilization for the students and guides the students to understand the benefits of being a group leader. Group leaders can exercise their language expression skills, organizational management skills, enhance their sense of responsibility, and exercise their courage. What is lacking in society now is not purely intellectual talents, but comprehensive talents with management capabilities. Being a group leader can help you develop these abilities. Then let the students recommend themselves, and they will be willing to do things they are willing to do. Even if they are misunderstood by classmates or criticized by teachers, they will feel that it is no big deal. Although it is just a change in the selection method, the meaning is different, people's psychological feelings are also different, and the work results are also different.

(3) Democratic selection of team members. The mass line also applies to class management. It is easier to manage by mobilizing students to democratically elect qualified students as group leaders. Self-selected leaders are more motivating, and students are more willing to obey management. Therefore, this method of selecting team leaders is the most democratic. When freshmen first enter the school, they can first go through a series of activities

6. The role of the group leader

1. The driving role of the group leader

While learning Be proactive, actively participate in class, dare to show, dare to comment, be good at supplementing, be a role model for students to learn, and better motivate students to show. The power of role models is infinite. With the guidance of role models, are we still worried that the enthusiasm of other students will not be improved?

2. The organizational and management role of the group leader

Each group is a fixed learning organization. The group leader should give full play to his organizational and management role and lead students to abide by class rules and regulations. Group rules, complete all learning tasks according to regulations, organize the preview of study plans and textbooks before class, organize all aspects of learning and activity management during class, and track the completion of various assignments after class.

(1) Preparation before class: It should serve as a reminder and supervision. Remind team members to get to their seats in time, place their school supplies, clear their desks, and wait for class.

(2) Manage the group’s subject representatives, learning pairs, and mentor-apprentice relationships.

It is necessary to organize and supervise them to perform their respective duties.

(3) Understand and be familiar with the requirements of each aspect of the classroom, and effectively organize each aspect of the classroom.

(4) Pay attention to the status of team members and implement clearance testing and support measures for team members.

3. The supporting role of the group leader

When the group is ranked, the group leader and the underachievers in his group are also supporting pairs, which makes it easier to carry out military gangs. Soldiers, strong soldiers. Studying well on your own is not really good. Only when every student in the group can make progress and improvement due to their own efforts, and when the class can make progress due to their own efforts, can this be truly good. Establishing the collective sense of responsibility of the group leader and adding glory to the group and the class is the highest state of our education. After all, the teacher's personal power is limited. If the monitor is the link between teachers and classmates, then the group leader is the link and bridge between group members and teachers. If you can make full use of your group leader, then I believe your class will become the best class in the school.

4. The inspection and evaluation role of the group leader

As the group leader, he should promptly inspect and evaluate the learning process of the group members. Whether the students in the group can devote themselves wholeheartedly to learning and How effective is the learning, how cooperative is it, how participating is it... The learning effect in the classroom should be checked by the group leader, so that at the same time, with the help of the group leader, all members of the group can be tested, and the efficiency of the implementation of the results within a unit time It will improve a lot.

5. The role of group leaders in tracking and feedback

It is impossible for teachers to track and give feedback on students’ learning effects all the time, but if they are good at mobilizing group leaders, they can have them respond to the situation anytime and anywhere. Small groups of students will be randomly checked on their learning results and completion of tutorial projects in the last quarter, last week, and last month, so things that are complicated and difficult for teachers will become very simple.

6. Communicate ideas in a timely manner with group members

The group leader communicates with the students in the group every day, and *** peers comment on who is the most proactive in the classroom and whose learning effect is Well, who can take the initiative to comment and question, who is not very involved, who has low enthusiasm, and agrees on the improvement plan for the next class. Students who do not meet the standards and do not speak sometimes will also make guarantees. As a group leader, you should communicate with group members in a timely manner, especially the special students in the group, so that every member of the group can actively participate in the class.

7. Responsibilities of the group leader

Positioning and responsibilities of the study group leader:

The leader of the study group must have strong learning ability and good study habits. Your academic performance may not necessarily be the best, but your organizational skills must be strong.

(1) Guide subject team leaders to organize and implement classroom presentations, discussions and self-study in each class.

(2) The group leader should organize group members to conduct one-on-one discussions or research and resolve doubts among the three levels within the group. Ensure that each group member achieves efficient learning, achieves the learning goal of "one jump to reach", and ultimately achieves the overall learning goal of the learning group;

(3) The group leader should promptly check the group members' classes Study situation and implementation of daily learning content, learning content is clear, clear every day, clear every week, clear every month;

(4) The group leader should establish a learning attitude and attitude for each group member. The evaluation system for learning effects is announced and summarized once a week to urge group members to continue to reflect and make progress;

(5) The group leader must be responsible for maintaining the learning discipline of the students in the group.

(6) Help C-level students complete various learning tasks.

In cooperative learning, the group leader is the soul of group activities. He is both the leader and organizer of group activities, and at the same time the teacher’s assistant. The group leader plays an important role in group cooperative learning. has a decisive role. Only when the responsibilities of the group leader are clarified, systematic and effective training is carried out, and the role of the group leader is fully utilized, can group cooperative learning truly produce practical results.

8. How group learning operates

First, independent learning. This is a commonly used method for self-study and preview. Each member is required to study truly independently and quietly, and avoid talking casually, making small movements, etc. The group leader should promptly organize everyone to calm down and engage in learning, and promptly remind or stop the behavior of students who are not engaged in learning.

The second is presentation, communication and discussion within the group.

During the presentation and communication, the team leader presides, and the members proceed one by one in a certain order (seating or serial number). According to the number of presentation questions, they are assigned to the team members in the order of the questions. The team leader decides whether one person will present one, multiple people will present one, or one person will present one. Show answers to multiple questions. When multiple people present a question, one person can be designated to speak first, and the others can add additional information. When someone is presenting, the other team members should listen carefully and think and analyze at the same time. They should not interrupt others' speeches casually. After one person (or a question) presents, the other team members should actively express their opinions, express their agreement or have questions. Or express their own different opinions, or explain the problems raised by the presenter, etc. At this time, the role of the group leader is very critical. To achieve orderly and efficient group learning, it is necessary for others to listen carefully when someone speaks and actively think independently. After one person or a problem is presented, the others must evaluate it in time and cannot Waste time and reduce efficiency. For issues that need to be discussed, the team leader should designate a person to take notes and sort them out to show to the whole class. You cannot look for someone or cannot find someone when it is time to speak.

The third is group cooperation to complete learning tasks. This situation is usually a task assigned by the teacher to the entire group. The questions are difficult and the number is small. At this time, the group leader should instruct everyone to think independently first. Whoever comes up with ideas or solutions first will be allowed to speak first. The rest of the group will listen carefully. , and actively express opinions, and arrange for a dedicated person to organize records and present speeches on behalf of the whole group. When one person's presentation is insufficient, other team members will immediately add to it. This is called a collective presentation, and it is best to go to the blackboard to demonstrate and explain.

Note: In order to cultivate students' sense of collective honor, sense of competition and questioning spirit, each class must set up a duel group (or competition group). If there are 6 groups, 1, 4, and 2 can be specified. Groups 5, 3 and 6 will compete against each other. If there are 8 groups, groups 1 and 5, 2 and 6, 3 and 7, 4 and 8 can compete against each other, and so on. Among the two groups in the competition, when one group performs, the other group will be the questioning evaluator (the one looking for faults). When this group cannot ask questions, other groups or individuals will come to evaluate and ask questions, regardless of whether it is the competition group. Whether it is another group, as long as the question raised is correct, the group must be given a certain reward.

9. Group training objectives

1. Cultivate team awareness

2. Cultivate the habit of active participation

3. Cultivate careful listening Habits

4. Cultivate the habit of questioning and confrontation

5. Cultivate good organizational discipline

10. Group cooperative learning requirements

Each The team leader should be responsible for each team member and evaluate the team members fairly and impartially. Resolutely put an end to the occurrence of phenomena that hinder face and show favors.

1. Team members should obey the team leader’s arrangements and learn through division of labor and collaboration.

2. Observe classroom disciplines.

3. Group members actively participate in classroom group discussions, answer learning questions carefully, actively participate in classroom presentations and exchanges, actively participate in mutual help and learning activities among group members, and fully reflect learning autonomy.

4. Team members must complete the study plans and assignments for each subject on time and submit them in a timely manner without plagiarism or discounting.

5. Each team member must have a fair opportunity to exercise, take turns completing various tasks, and encourage and help less advanced students to do more exercise. During the discussion, those with the best grades will host the discussion, those with average grades will take notes, and those with lower grades will be supplemented by those with good grades. If the topic has a lot of content, the team leader should allocate all team members to have the opportunity to speak.

6. Communication must be carried out on the basis of independent learning of team members. Through communication, we can learn from each other’s strengths and benefit from each other.

11. Training of study groups and group leaders

1. Training of group leaders

Training study group leaders is very important. The following measures can be considered: First, clarify the responsibilities and roles of the group leader; second, hold group leader meetings regularly to gain insight into their ideological, learning and life difficulties over the past week and resolve them in a timely manner, so that the group leader can feel the teacher's care and warmth. ; Third, give the group leader extra meals. It is very hard for the group leader to serve the students. If you have enough energy to learn, you must give something in return. Fourth, affirm, praise and motivate in a timely manner. Maslow's hierarchy of needs theory believes that human needs are hierarchical and can be divided into physiological needs, safety needs, belonging and love needs, esteem needs and self-actualization needs. After lower-level needs are satisfied, efforts will be made toward higher-level needs.

In the current situation where the vast majority of students meet their survival and safety needs, the group leader leading a group also meets their higher-level needs such as belonging, respect, and self-realization, so that they can experience this kind of self-satisfaction and self-realization. Psychological satisfaction and sense of glory are the sources that inspire them to work more dedicatedly to the group.

2. Group member training

(1) Strengthen the cultivation of students’ awareness of mutual assistance and make outstanding students understand that the process of teaching poor students to learn is also a process of deepening their knowledge and improving their abilities. , helping poor students will not only not affect yourself, but can improve your own level.

(2) Give poor students more opportunities to study, answer reports, and display. Give them timely affirmation and praise for every small improvement they make. Even if they answer the question incorrectly, they must be affirmed. Their spirit gradually cultivates their learning enthusiasm and self-confidence, allowing them to have the courage to participate in group learning and discussion.

(3) Within the scope of the class and school, vigorously carry out collectivism education and team spirit education to promote unity and cooperation among students.

(4) Change the traditional student evaluation method. In every aspect of learning and every aspect of daily management of students, evaluation will be conducted in groups, including classroom performance, class discipline, academic performance, etc. , personal achievements are no longer highlighted. It is necessary to let students understand that only the outstanding results of the group are their own achievements, so as to strengthen students' sense of teamwork, urge students to help each other within the group, and improve the level of the entire group.

3. Conduct in-depth research and guide students to conduct hierarchical discussions and achieve hierarchical standards

Adhere to the principle of group discussion of "one-to-one hierarchical first, and then collective discussion within the group". Let students AA, BB and CC of the same level discuss first, and then the group will give feedback to the teacher on issues that cannot be solved in the hierarchical discussion. We must adhere to the hierarchical learning concept of A teaching B, B teaching C, and A expanding, so that different students can achieve the goal of "reaching in one jump" in the classroom, so that every student can enjoy the joy of success.

12. Evaluation of study groups

Facts have proved that only through evaluation can we find out the advantages and disadvantages, find out the strengths of each person, and encourage students to learn from each other's strengths and improve together. . Only evaluation can make outstanding people feel spiritually satisfied and create a strong desire to continue working hard. What we mainly talk about here is the evaluation within the group and the evaluation of the group as a whole.

The contents of the evaluation of members in the group can be divided into discipline, mutual help, collaboration, questioning, asking questions, active speech, enthusiasm for participation, civility and courtesy, and on-duty activities. The evaluation methods can be divided into daily evaluation and weekly evaluation. Daily evaluation means that after morning reading or recess exercises every day, the group leader presides over oral evaluation among group members, praising those who have outstanding performance in various aspects, and kindly criticizing those who do not perform well. Weekly review is a written review conducted by the team leader during the class meeting every week. Each class will formulate detailed evaluation criteria and quantitative scoring tables, and the best in each aspect will be commended within the class, or listed in other ways, or given an honorary award of a certain title.

The content of the overall evaluation of the group can be determined by referring to the above individual evaluations. The evaluation method can be combined with the evaluation of all students and the evaluation of the teachers, and honorary titles will be given to those who have outstanding performance in all aspects. , to enhance the sense of honor and pride of team members and inspire a spirit of unity, collaboration, and positivity.