How to build a new type of group cooperative learning

How to create a new type of group cooperative learning —— Research and guidance based on group cooperative learning 1. The purpose of group cooperative learning is to create an effective learning subject, which is essentially different from the previous group cooperative learning. By strengthening the construction of group cooperative learning mechanism, the group will be built into a high-level life, a "family organization" with cohesion, combat effectiveness and a sense of belonging. Make the classroom a family, so that students can show their individuality and fly freely in the classroom. Through close cooperation with the group, students will feel at home in the group and class. The "two wings" of effective teaching: one is problem learning, and the other is group cooperative learning. The purpose of group cooperative learning: 1. Through group cooperative learning, students can learn autonomous learning and cooperative learning, narrow the differences between students, improve their academic performance in a large area and promote all-round development. 2, through group cooperative learning, let students learn to cooperate, learn to communicate, learn to help, improve the quality and ability of socialization. Second, the principle of group cooperative learning. The traditional teaching method is phased, the relationship between teachers and students is one-way linear and closed, and it is still a professional dictatorship. It is difficult to achieve efficient learning in class, and there are hypocritical and mysterious things in class. In the new group cooperative learning, the form of teaching organization and the relationship between teachers and students have undergone essential changes. A pluralistic and multidimensional open relationship has been established between teachers and students and between groups, which is a democratic and humanistic relationship. Because the groups have the same learning vision and goals, they form a learning body, thus forming a strong learning ability and forming a "micro-society". Third, the strategy of group cooperative learning (group learning 12-character formula) 1, vision: (1), students' vision: hold a theme class meeting, establish a learning vision, and fill out the "My Dream List" so that all students have a vision, the group has a vision, and the class has a vision. The head teacher and classroom teacher are inspired to help students broaden their horizons. By establishing personal vision, clear the future direction of struggle; Through the establishment of group and class vision, the team cohesion and learning ability are enhanced, thus forming a dynamic system. (2) Teachers' vision: hold a meeting to construct teachers' professional vision and plan teachers' professional development, so that everyone has a vision and the group (teaching and research group) has a vision and strives to be a new type of teacher. 2. Role: (1). Set up a subject leader (that is, the internal medicine representative of the group): responsible for the learning ability of the group. Everyone in the group should be the head of the subject, and each class should have a group leader. If you don't study well, you can also be the head of the subject, with the aim of awakening self-confidence. (2) Class representative (academic assistant): a teacher's subordinate who assists the teacher in learning the subject. (3) Study Committee member (study leader): responsible for the learning ability of all subjects in the class (4) Monitor (assistant to the director): assisting the teacher in charge of the study and life of the class. 3. System (dual-tube): (1), management system (administrative system): monitor-team leader-team member (2), and learning system (academic system): learning committee member-branch representative-team leader-team member. These two systems constitute the learning system of the class. 4. Group meeting: (1), subject group meeting (once a week, 20-30 minutes): convened by the teacher, presided over by the class representative and attended by the subject leader. (notify the principal in charge in advance). (2) Management team meeting (once every two weeks, 20-30 minutes): convened by the class teacher, presided over by the monitor and attended by the team leader. (Inform the principal in charge in advance) (3) Education team meeting (once every two weeks, 45-60 minutes): The class teacher will convene and preside over the meeting, and all teachers will participate. The headmaster granted the class teacher the right to convene, and incorporated it into the school-based teaching and research plan and into the regular assessment of teachers. It is necessary to establish the concept of "the teacher is the head teacher" and establish a good partnership. (Inform the principal in charge in advance) (4) The class leader should organize a class meeting: regularly, once a day. (5) Parents' Meeting (once every 2-3 weeks): Let parents participate in classroom guidance, with 5-6 people as a group. 5. Conventions: one is the convention on group cooperation, and the other is the convention on group cooperative learning skills. Establish a cooperation convention and introduce an incentive mechanism. Cooperation conventions can be innovative and posted on the wall. Teachers and students should memorize and understand the convention on group cooperation skills, and can abide by and use it in their studies, or guide students to abide by and use it. 6. Evaluation: (1), introducing five-level evaluation (five-level evaluation). Five-level evaluation includes students themselves, peers, academic leaders, group leaders and class representatives (teaching assistants). Among them, self-evaluation, section chief evaluation and group leader evaluation should be evaluated every day. Advocate peer motivation and ask class representatives to evaluate the group. Evaluation is not only a result, but also a process, an internalized process. Evaluation includes caring, paying attention, urging and reminding. Evaluate before, during and after class, and always be like a "ghost". (2) Group evaluation. Group evaluation should be carried out in groups, and teachers should have two accounts, one is students' personal scores, and the other is group scores. Only the group scores are published during the evaluation to protect the dignity of potential students. At the very least, "peer groups" should be implemented. If there are six people in a group, there will be three peer groups. Fourth, the construction and management of the group The cooperative learning group should be built and managed according to the vision, role, system, league meeting, convention and evaluation. After the establishment of cooperative learning group, the paradigm and connotation of the classroom have changed, and the teaching classroom has gradually become a learning classroom. The teaching culture has changed from a top-down culture to an equal, humanistic and democratic learning culture. The group should have a group name, a group training, a group card, a group song and slogan, a group flower, a group bucket (cylinder) and a group table. Group names require healthy progress, including local chronicles, famous artists, animals and plants, etc. The name of the group should be standardized, the slogan should be unified, and the slogan of the group song should inspire people, boost morale, inspire transcendence and be high-spirited. By forming a group and defining the group logo, the members of the group can be integrated and fall in love with the big family of the group. At present, the work that needs to be improved in the creation of class groups: rebuilding or recreating learning groups on the original basis, with special emphasis on inspiring and establishing visions. Class teachers and classroom teachers should work together to inspire and ignite students and help them establish a vision of learning and development. Tables and chairs in each class should be placed in a standard way, the desktop should be clean and transparent, wisdom sticks should be prepared, clocks should be hung, and everyone should have a book box, a folder, a board clip and a multi-color pen. Class teachers and subject teachers should work with students to do a good job in league building. The head teacher should put the comprehensive evaluation of each group's academic achievements and performance on the important agenda of class management, create a new model of class education management with group cooperative learning as the core, and build a classroom learning culture with group cooperative learning as the center. At present, teachers should do a good job: the education team should also have a group name, slogan and vision, build their own vision with student development as the core, and effectively integrate into the student team. Teachers should always inspire students with their eyes and play the role of subject director, class representative and learning Committee member; The management function of the double-tube system of class delivery in group cooperative learning: hold meetings of various groups on time to study specific measures and methods to improve the management and learning of groups; Guide students to abide by and implement the skills convention of group cooperative learning, learn to organize, guide and evaluate group cooperative learning, and give full play to the incentive and competition functions of five-factor evaluation and group evaluation. Teachers should actively pay attention to group learning and potential students' learning. Under the organization of the head teacher, subject teachers can contract study groups or potential students. Students' attendance assessment (roll call), achievement assessment (record book) and comprehensive assessment should be presented in the form of groups. Through effective group construction and management, the "three-oriented" goals of group cooperative learning are finally realized, that is, individual learning vision, peer learning cooperation and group learning contract. Finally, I wish all teachers learn to guide students in group cooperative learning, and learn to guide students in questioning learning, so that they can fly freely in effective classroom teaching and become learning, research and expert teachers as soon as possible! Editor's Note This paper makes a relevant interpretation based on the lecture on "How to Create a New Type of Group Cooperative Learning" given by Dr. Han Lifu in the National Training Class for Senior Teachers of Effective Teaching held in Beijing on April 25th, 201. At the same time, according to the problems existing in group cooperative learning in our school, specific requirements are put forward on how to organize, guide and manage group cooperative learning in the next step. Please ask the class teachers and teachers in all subjects to study and understand carefully and implement them in teaching and management practice.