How to make classroom group activities efficient and orderly

How to guide group cooperative learning to proceed efficiently

First, scientific and reasonable team building is the premise.

(A) the formation of study groups

Generally speaking, there are four people at the front and back tables. Among the four students, one is an excellent student, one is a student with learning difficulties and the other is an ordinary student, which constitutes a relatively stable and changeable "olive type". There is a detailed and clear division of labor in the group, such as the leader of the language array, the head of the discipline, the sound manager and the reporter. Team members should not only actively take personal responsibility, but also cooperate with each other to give full play to team spirit, so that each team member can participate in the limited time and space. Each group has created its own logo and name: Unity and Invincibility, Wings of Angels, Glorious Dreams, Eagle, Victory, and so on. Harmonious emotion improves the efficiency of cooperative learning.

(b) Creating an atmosphere of cooperation

Group members should sit close enough so that they can share their study materials and speak quietly without affecting other groups. All the students have numbers ── 1, 2, 3, 4. Each group of students with the same academic ability has the same number and sits in the same position in each group. For example, the students numbered 1 are all Chinese group leaders and all sit in the southeast corner of the group.

In addition, you should also set up a rating bar, "Let every wall speak." Posters about cooperative learning are posted on the walls and blackboards of the classroom, which makes students subtly influenced and infected. For example, "listen to others." "Everyone participates." "People who often ask for directions will not get lost." "Everyone gathers firewood and the flame is high." ..... not only beautifies the teaching environment, embodies the cultural characteristics of classes and groups, but also encourages students to participate in cooperation and show their enthusiasm.

Second, full and in-depth active learning is the foundation.

(A) careful design of pre-operation

What kind of homework is effective and operable? First of all, it must make students have a preliminary understanding of the learning content, so as to facilitate students to master new knowledge as a whole; Secondly, we must be able to decompose the important and difficult points of learning around the teaching objectives, so that classroom teaching can get twice the result with half the effort; Finally, we must base ourselves on the text and advocate more reading related to the text, so that students can broaden their horizons and gain more extracurricular knowledge through reading.

(B) teaching students the method of self-study

Active learning is also a kind of learning activity, which requires teachers to give appropriate guidance to students according to different learning contents, so that students can gradually form autonomous learning ability.

For example, active learning such as "walking into the text". First of all, we should teach students to know new words by consulting reference books, parents and teachers, and clear up reading obstacles; Get familiar with the content of the text by reading more; On the basis of being familiar with the content of the text, draw a picture and say it to find out the paragraphs or words you like in the text.

(c) Timely evaluation and feedback of active learning.

Teachers should check students' homework in time and make necessary evaluations. A supervision and inspection mechanism can be established in the class, for example, the groups check each other, the branch representative checks the group leader, the group leader checks each group member, and the teacher checks in class. In short, students should form the habit of taking homework seriously.

Third, the detailed and concrete guidance of group cooperative learning method is the key.

(1) Guidance content

1. Guide cooperative learning groups on how to assign learning tasks and learning roles;

2. Instruct team members how to ask questions to their peers;

3. Instruct team members to learn to listen to colleagues' opinions;

4. Instruct team members how to instruct their colleagues;

5. Instruct the cooperative learning group how to coordinate the differences among the group members;

6. Instruct the cooperative learning group how to summarize the opinions of the group members;

7. Instruct the study group how to evaluate.

(2) Example of operation

Introduction to the process of "I can write" in the cooperative learning of "United invincible group";

1. Team members

Team leader of China: 1 team members: No.2, No.3 and No.4.

2. Learning tasks and requirements

1 learning task: learn to write the new word "wing".

② Learning requirements: meet the requirements of the curriculum standard "Four Meetings".

3. Cooperative learning process

65438 +0 (group leader): Hello everyone. Now, according to the teacher's request, we will learn the new word "I can write" in lesson 28. I hope everyone will actively participate and complete the learning task. Which new word do you think is more difficult?

Second place: I think Wings is more difficult. Do you agree? (Team member gesture recognition)

65438 +0 (group leader): Then let's learn to write "wing" now. Please write "wings" after me. The word is semi-enclosed, and the key stroke is Si. Please pay attention to its space occupation in Tian Zi.

Please read "pool" after me. Please pay attention to the word "tongue"

Read the word "wings" three times together.

Third place: Please raise your hand and count the strokes after me: one horizontal hook, two points, three strokes, four horizontal hooks, five points, six strokes, seven horizontal, eight vertical, nine horizontal and ten strokes.

Team members follow the blank strokes in the book.

No 4: The word that can be combined with "wings" is "wings, chicken wings". Who has anything to add?

Third: it is difficult to fly.

Second place: wings.

1 (group leader): Now please practice writing "wing".

Team members practice writing two "wings" of Tian Zige in the book. After writing, the group members exchange views, circle the well-written words and draw a five-pointed star next to them.

No.65438 +0 (group leader): Just now we learned to write new words together. Everyone actively participates, thank you for your support! This group cooperative study is over.

Fourth, the basis of multi-directional interactive classroom communication

(1) Training basic language patterns and guiding orderly communication.

For example, when talking: please pay attention to such a sentence in the natural paragraph of the text or such a word in the natural paragraph of the text. Such a language model, I let students copy it into the accumulation book. Evaluation mode: It's wonderful to listen to someone's speech, but I want to add something ... After the speech, he will say, "Keep communicating!" " "At the beginning, what the students said was a mess. I instructed the students to supplement their speeches with a certain point of view in a certain paragraph, and then exchange other parts after the exchange of this point of view. These students are very clever. After I said this, they did what I said in class, and I guided them in time, and slowly the students' speeches changed from disorder to order, which was very targeted.

(B) the basic steps of the exercise, to promote the full participation in the exhibition.

For example, "Eagle Group" shows the reading of text.

1. After the group came to power, the group leader said, "Hello everyone! Now our group will read the text to you. Please listen carefully and look carefully! "

2. The group began to read the text aloud. Free form can be read together, can be divided into natural paragraphs in turn, and can be divided into roles.

After reading it, the group leader asked, "What do you think of our reading?" Evaluated by other team members. Students' evaluation of pronunciation is correct, fluent, loud, affectionate and generous. You can use the language of "I'll praise you", "I'll praise you", "I want to remind you" and "Please read after me" to evaluate. Say "thank you for your compliment" when you are praised and "thank you for your advice" when you are suggested.

4. Team leader: Our group has finished reading it, thank you!

This link allows students to study in a relaxed, democratic, equal and harmonious atmosphere. All students are participating, thinking, sharing, harvesting and innovating ... Isn't this the "independent, cooperative and inquiry learning mode" advocated by the new curriculum and "laying the foundation for students' all-round development and lifelong development"?

(C) various forms of communication to improve the quality of interaction

1. Interact with students, appreciate the essence and feel the unique experience.

The new curriculum standard points out: "Reading teaching is a dialogue process among students, teachers and texts." Students will have unique feelings and experiences in the process of dialogue with the text. For example, when studying the second volume of the second grade "Dinosaur Extinction", some students were dissatisfied immediately after reading the text: "Volcanic eruption led to dinosaur extinction"; Some children have their own opinions after consulting online: "Although there are many reasons for the extinction of dinosaurs in the book, the real reason for the extinction of dinosaurs is the plague." In the interaction between students and students, what we want is not a standard answer, but a wonderful "thinking collision".

2. Teacher-student interaction, guiding communication and improving communication quality.

The student-oriented teaching concept emphasizes the main role of students, but never ignores the leading role of teachers. Just like a symphony with an excellent conductor will have a harmonious melody, any classroom can not be separated from the teacher's teaching. For example, when the students have finished expressing themselves, they should say, "Your voice is really loud, and I like listening." "Your posture is very generous. Stand up and talk like this. " "Your answer is correct. I know this is the result of your good brain and good thinking. " ..... while students are praised, "loud voice", "generous expression" and "good brain" have become the direction of every student's efforts. When the communication between students can't go deep after several rounds of interaction, why don't the teacher raise his hand and say, "Can I say something?" It is not blunt preaching, nor forced intervention, but equal discussion and discussion. Not only that, but also affirm that students have different opinions and allow students to challenge teachers ... Can't this attitude of teacher-student interaction promote the development of students' thinking and stimulate their enthusiasm for communication, thus improving the quality of classroom teaching?

3. Interact in and out of class to promote reading.

A very important indicator of student-oriented Chinese classroom is whether to advocate large reading. "Reading leads to reading, reading leads to speaking and reading leads to writing" is the ultimate goal of reading teaching. When studying Ugly Duckling, the students consulted a lot of information about Andersen and read Andersen's works during the preview period ... In class, the communication between students can be described as "full of enthusiasm". Everyone is scrambling to talk about the materials collected by Andersen and read the wonderful fragments of Andersen's fairy tales ... At this time, not only every student is a teaching resource, but even the parents behind the students have become teaching resources, which has expanded the students' knowledge to the maximum extent and supplemented our understanding of the text.

Fifth, fair and timely group evaluation is the guarantee.

Although group cooperative learning is conducive to cultivating students' collective consciousness and cooperative spirit, it is easy for students to widen the gap if they are not properly organized. Learning well is always the protagonist, and learning badly is always waiting for others' help and answers. Therefore, it is a good way to encourage every student to study hard to carry out group appraisal activities.

Since the experiment of student-oriented curriculum reform, we have formulated quantitative standards for the evaluation of group cooperative learning. As a teacher, we should be diligent, diligent and feedback students' learning situation, diligent and add points, and diligent and diligent. In addition, don't be stingy with your grades and don't be reluctant to praise students. As long as students make a little progress, they should get extra points, because extra points are only a means to promote students' learning.