How to guide group cooperative learning

1. Scientific and reasonable group building is a prerequisite

(1) Form a study group

Generally speaking, a group of four people is composed of two tables at the front and back. Among the four, there is one top student, one student with learning difficulties, and two middle-class students, forming a relatively stable and changeable "olive shape". There is a detailed and clear division of labor within the group,

such as: language team leader, discipline supervisor, sound manager, and reporter. Team members must not only actively assume personal

responsibility, but also cooperate with each other and exert team spirit. When collaboration is needed in class, the two students at the front desk only need to turn their backs to start the operation. This not only saves time, but also makes it easier for the whole class to look at the blackboard when communicating. It also allows everyone

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Every team member can participate within limited time and space.

Children mostly act on emotions.

Therefore,

After

the teacher has designated the leader of each group,

can allow the group leader and group members to Make a two-way selection.

Each group

creates a group logo and name. Look at the group names chosen by the students in my class: Invincible Unity, Wings of Angels, Glory

Dream, Eagle, Victory, etc. What a boldness and poetry! Harmonious emotions enhance the effectiveness of cooperative learning and also greatly improve students' initiative to participate independently.

(2) Create a cooperative atmosphere

Group members should sit close enough to each other,

so that they can share learning materials,

And speak quietly

so as not to affect other groups. All students have numbers─

1

,

2

,

3

,

4,

And the students in each group of academic levels

at the same level are coded the same,

All sit in the same position in each group.

For example,

All students whose number is

1

are the leaders of the Chinese language group and sit in the southeast corner of the group . This will facilitate the team leader's division of labor - small

members of the group will speak,

communicate, and

discuss according to a certain sequence number,

It is also convenient for teachers to spot-check - designating students at the same level to speak on behalf of the group,

allowing individuals to assume certain group responsibilities, and

prompting group members to focus Let’s teach and help each other to reduce or avoid the phenomenon of “free riding”.

In addition,

should also leave space for teachers to inspect the classroom,

set up a evaluation column,

"Let every wall speak ”

Post slogans about cooperative learning on the walls and blackboards of the classroom

so that students can be subtly influenced and influenced by

Infection. For example:

"Listen to what others have to say.

"

"Everyone participates.

"

"Those who often ask for directions will not get lost.

"

"When many people gather firewood, the flames will rise."? It not only beautifies the teaching environment, but also reflects the class and the The cultural characteristics of the group also encourage students to participate in cooperation and show their enthusiasm.

2. Sufficient and in-depth preliminary learning is the foundation

Preliminary learning,

is an important expression of the student-centered concept.

It refers to the tentative learning that students

undertake before the teacher teaches the new

course content.

Preliminary learning should be the beginning of a class.

It is for students to

explore and

understand the learning content.

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The self-study process of collecting and organizing relevant information

is also the basis for a good class.

(1) Carefully design preparatory work

What kind of preparatory work is effective and operable? First,

it must be able to allow students to initially

understand the learning content, so that students can grasp the new knowledge as a whole; secondly, it must be able to focus on the teaching objectives and

Broken down the important and difficult points of learning,

so that classroom teaching can achieve twice the result with half the effort;

Finally,

it must be based on text

Based on the text,

promote more reading related to the text,

allow students to expand their horizons through reading,

get more< /p>

Extracurricular knowledge.

(2) Teach students self-study methods

Preliminary learning is also a learning activity,

For primary school students,

It is not that the teacher simply assigns

some learning tasks,

completely letting the students do it themselves,

but requires the teacher to adjust the learning content according to different needs. ,

Provide students with appropriate guidance in a targeted manner so that students can gradually develop self-learning abilities.

For example,

Preliminary learning such as "walking into the text". First of all, students must be taught to initially understand new words and new words by checking reference books, asking parents and teachers for advice, and

clearing reading obstacles;

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Through repeated readings

Achieve familiarity with the text content;

On the basis of familiarity with the text content,

then draw a picture ,

Find out

your favorite paragraphs or words in the text by talking about it.

(3) Timely evaluation and feedback on preparatory learning

Teachers should check students’ preparatory homework in a timely manner

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And make necessary evaluations.

You can

establish a supervision and inspection mechanism in the class, such as mutual inspections between groups, and inspections of group leaders by department representatives

, the group leader’s inspection of each group member, the class teacher’s spot inspection, etc. In short, students must develop the habit of taking preparatory assignments seriously.

3. Detailed and specific guidance on group cooperative learning methods is the key

Experiments show that,

in the early stages of group cooperative learning,

There are two bad situations that students may encounter from time to time:

Chatting

(talk that has nothing to do with the subject) and being indifferent. I think that in the initial stage of group cooperation, teachers play a very important role in group

cooperative learning activities.

Even if students have developed habits in the future,

Having formed

ability, the role of teachers cannot be ignored. Therefore, group activities should be activities under the guidance of teachers.

Otherwise, students will not know what to do and how to do it.

(1) Guidance content

After personal trials, I have initially concluded that teachers have seven things to do in group activities:

1.

Guide cooperative learning groups how to allocate learning tasks and learning roles;

2.

Guide group members how to ask questions to their peers;

3.

Guide group members to learn to listen to their peers;

4.

Guide group members how to coach their peers;

5.

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Guide cooperative learning groups how to reconcile differences among group members;

6.

Guide cooperative learning groups how to summarize the opinions of group members;