Group cooperation learning implementation plan
Part 1: Group cooperation learning implementation plan
First, the goal:
1. Let students learn to improve their ability to learn independently and learn cooperatively.
2. Seize the “life-life” dialogue link in the dialogue of ideas and strengthen the classroom construction of “harmony, efficiency, and thinking dialogue”.
3. Improve students' academic performance and reduce students with learning difficulties.
Second, grouping:
1. The class teacher coordinates the teachers in each subject in accordance with the principle of complementarity of differences, and divides the students into several groups relatively evenly, each group of 4-8 people, each group with the same group.
2. The team members will be ranked as C, B, and A by excellent, medium, and differential to facilitate group cooperation and evaluation.
3, the group naming and group message by the class teacher to guide students to combine the characteristics of this group.
Third, implementation: strict three links
1. Prepare lessons:
A. There must be a clear weekly plan, and a clear weekly progress should be drawn according to the progress of the semester. The number of classes used in the new lectures, review classes, and test sessions should be clearly indicated in the weekly plan in conjunction with the actual situation of our school.
B. Each subject carefully designs the questions of each lesson according to the preparation requirements of the teaching and research staff. What content is carried out in each lesson, and which links in the classroom need cooperation, must be well thought out, designed well, and reflected in the guiding case. Each lesson shall not be less than half a day of collective preparation time, and the guiding case must be prepared by the collective preparation. The class reform team will conduct a spot check on the collective preparation of each subject.
C. Prepare lessons one week in advance. Before the first class on Friday afternoon, the heads of teaching and research of each subject will submit the complete guidebook for the next week of the discipline and the next week's test questions to the teaching office, which will be reviewed and approved by the curriculum reform team. Afterwards, the leader of the branch will sign and confirm the use.
D. Do a good job in organizing and accumulating the guiding case and related materials. The head of the teaching and research team made a good inspection record.
2, class
A. Teachers should combine cooperative learning with class teaching, personal learning organically, and rationally allocate learning time for each part. The form of cooperative learning is not applied to the entire teaching system, it is often combined with other forms of teaching organization. Therefore, it is a very important issue to be suitable for group cooperative learning under what circumstances. Only by choosing the right time according to the teaching content of a class and the actual situation of the students can we play its role well.
B. To play the leading role of teachers. Teachers should not only become post-evaluators, but should actively participate in and guide the entire process of "learning", so as not to make the teaching activities appear confusing and reduce the efficiency of learning.
C. The number of cooperation is moderate. A number of discussions in one lesson took more than half of the time, which in turn restricted the exchange and feedback of information between students and teachers.
D, cooperation can not be rushed. As soon as the teacher raised the question, he immediately organized the students to cooperate and discuss. The learning scene seemed to be “hot and busy”, but the result was “small water”.
E. Cooperation time should be sufficient. At the beginning of cooperative learning, after the students enter the role, the teacher should not terminate the cooperation in the process of completing the preset teaching plan and when the students are still trying.
3. Week test:
A. Implement the weekly examination system, design the exam questions one week in advance, and test the contents of this week every Friday to teach, review, and test Zhou Zhouqing.
B. Before the Tuesday, each subject should complete the test of the previous week. Before the Thursday, the class teacher will report the results and rankings of the class to the president of Liu Zhonglin in electronic form, and combine the form on Friday. The school contact form informs the parents.
C. There is no contradiction between the weekly test and the usual small test and correction. The small test and the correction are carried out according to the original regulations and serve as a basis for the group assessment.
Fourth, evaluation:
1. Each class can use the calculation team to improve the points or the calculation team to improve the rankings to evaluate the teams in the class. Each class teacher should formulate a class plan suitable for his class according to the implementation of his class, gradually improve it, and form a written material.
2. Teachers of various disciplines use good class representatives to do a good job of the small test scores of the subject. The peacetime teacher's extra points record work for the group, combined with the classroom classroom culture construction, fixed areas, and records and statistics on the wall.
3, the class teacher each month combined with the mid-term final exam, monthly exam, weekly exam, small test and the teacher's usual addition and subtraction of the class to conduct an assessment of the class, the use of the class will be a summary. Each class selects a winning team to recognize the flag and post a photo on the school bulletin board.
Fifth, lectures, study arrangements:
1. After the start of the 11th holiday, the school will organize the lectures. The second quarter of the second quarter is the time for the lectures in each subject, and the third and seventh quarters are the collective study time. In the course of lectures, subject leaders and fellow teachers must participate.
2. The teaching content and steps of the instructor must be consistent with the guiding case designed by the instructor. The course type of the lecture teaching is not limited to the new teaching, and the teaching progress and the weekly planning are carried out.
3. After the school organizes the lectures, the students should continue to learn from each other. The number of sessions per week should be no less than two, and the records of the classroom activities should be detailed. My thoughts and understandings should be in place.
4. The specific arrangement of the lectures will be arranged in the lecture schedule. The school will create conditions to record the lecture process of the lecturers and issue a notice on the lectures.
Six, some problems in the team cooperation in the last semester:
1. Formalization. Simply pursuing the excitement of the classroom atmosphere, the implementation of knowledge points is not in place, can not complement each other's strengths and weaknesses, and learn from each other's strengths. After the students have independently learned the relevant knowledge points, they should combine appropriate tests and verbal written.
2. Student participation is uneven. Most students "set up the stage" and a few students "sing a play". In the process of group cooperation, the limelight of individual students should be appropriately suppressed, so that they can become the protagonists of the cooperation within the group, rather than the dominance of the words.
3. Liberalization of group cooperation. The team's cooperation is not designed. When the questions are unanswered, the teacher asks for discussion, which is too random. Other teachers lack the necessary organization and guidance for group cooperative learning and become a bystander.
4. There are only a few people in the classroom when the students are presenting. The student principle in class presentation should be Class B students, and Class A students are encouraged to speak boldly so that each class of students can improve.
5. There is a lack of standardization in group cooperation. The voice size, posture and language routine teachers who answer the questions should be standardized in accordance with the characteristics of the subject. Subjects that require hands-on operation, who do it, who presides, who speaks, form a consensus within the group.
6, the teacher does not worry about the students' self-learning, in the process of the patrol group learning, while walking and muttering, often interrupts the students' ideas.
Seven, group cooperation subjects:
This semester group cooperation study is carried out in four disciplines of mathematics, physics, chemistry and English. Other disciplines can use the group to combine the characteristics of the subject and carry out group cooperation on their own.
After the start of the 8th and 11th holidays, the cooperation between the first and third grades will be carried out in full swing.
Part 2: Group Cooperative Learning Implementation Plan
Group cooperative learning is an important learning method in today's teaching. This kind of learning method creates a relaxed atmosphere for each student to express themselves, so that the students' thinking shows a positive attitude and can exert the collective mutual help force to a large extent. In recent times, we are actively exploring ways to explore how to make group collaborative learning more effective. The following is a cooperative study plan for the senior language group student group:
One: students
1, effective grouping
In view of the fact that there are many classes in our school and there are many classes, we have allocated the study group reasonably. Each group of four people is combined into one group. According to the principle of “heterogeneity within the group, homogeneity between groups”, at least one student in the group has excellent grades. One classmate's grade was relatively poor in the class, and the other two students had a moderate grade. Such a combination can make the competitiveness of the group basically balanced, and the team members can work together to make learning.
2, member duties
After the study group is determined, a group of students will be democratically elected as the team leader. The team leader must have certain organizational ability and ability to express. When the group activities, he will assume the role of “little teacher” and be responsible for organizing the group discussion and solving the problem. At the time, the students who can lead the group to learn difficulties can remove the obstacles in learning. At the same time, it is recommended that the group leader flow every other month or so, so that every student in the group can demonstrate their own level and improve their abilities.
3. Order of speech
As a member of the group, when testing, there is no order, and each other's learning results can be tested and corrected. However, when discussing more difficult issues, ask the team leader to organize all the members of the group to speak. The order of the speeches suggests that students who are more difficult to learn in the group should first express their opinions. When the classmates speak, other team members must listen carefully. If there are different opinions on the students' opinions, they can be supplemented. The team leader is based on the members of the group. The opinions form a group opinion. When class is exchanged, a classmate is recommended to make a speech. When speaking, we should use "our group thinks that..." to communicate.
Two: teachers
1, determine the topic
For group work, our goal is to enable every student to improve in this atmosphere. This requires our teachers to choose the right topic for students to communicate and cooperate. Collaboration in the form of low-level testing is not very demanding for teachers. However, when presenting exploratory questions, teachers are required to delve into the teaching materials, dig deep into the teaching materials, provide students with questions of inquiry value, and not allow cooperative learning to flow in form. If the problem of inquiry is too difficult or too easy, the effectiveness of the group cooperation will be inconspicuous or not effective enough. At the same time, in the daily course teaching, students should gradually learn to discuss, learn to express, learn to organize, learn to evaluate and other methods, so that cooperative learning can highlight the effectiveness.
2, teacher participation
At present, our students are basically able to speak in the group, but it is not very good for listening to many students. This requires teachers to participate in cooperative learning, teachers to participate in the class, to conduct inspections in the class, to ask for learning results, if you find learning difficulties, timely dialing. Some students with poor degrees are not good at speaking. Teachers should go deep into the group and listen to their speeches. Even if they say very little, they should be fully affirmed and encouraged in time.
At the same time, teachers should pay attention to the time of regulation and cooperation, not too short, and students have not yet discussed the results. But it can't be too long. A class is limited after all. It takes 40 minutes to get quality, so that students at all levels have their own income, and ensure that the group's cooperative learning receives results.
Of course, the group's cooperative learning approach is far more than this. It requires each of our teachers to continually explore in the usual teaching practice, create opportunities for students to learn cooperatively, give full play to the timeliness of group cooperative learning, and strive to cultivate students' cooperation. Concept, enhance students' cooperative skills, and comprehensively improve students' language achievements!
Part 3: Group Cooperative Learning Implementation Plan
First, change the learning concept of students.
1. Require each group to alternately write a motto on the blackboard that encourages students to learn independently, and cultivate students' self-confidence, enthusiasm, initiative, and solve the problem of learning motivation.
2. Through the parent conference to publicize the significance of classroom teaching reform, the parents will actively support students to participate in cooperative learning.
3. Set some slogans for cooperative learning in the class, and the slogans of each group will create a strong cooperative learning atmosphere.
4, through the column of the blackboard section of the big group, to create a happy and harmonious atmosphere.
Second, improve the skills of cooperative learning. Introduce students to some rules and requirements for cooperative learning.
1. Develop students' self-learning ability. Teach students how to prepare, how to learn, how to explore, and how to collect information.
2. Develop students' ability to cooperate and learn. Teach and learn to learn how to help each other in cooperative learning, so that you can listen, I will listen to you, and you will do my check. Teach four students to learn how to discuss and solve difficult problems, and four people to learn how to display, debate and contest.
3. Organize a “Study Team Leader Salon” once a week to fully mobilize the team leader's polarity and improve the team leader's management level.
Attachment 1: Basic Skills and Rules for Classroom Cooperation in the First and Third Classes
The basic skills of classroom cooperative learning mainly include the following ten items:
listen to
1. Listen to people to concentrate on your speech.
2. Try to understand other people's speeches. It is reasonable to think about his reply while listening, right or wrong.
3. When someone speaks, they don't interrupt and interrupt. Have different opinions, be patient and listen to others and then ask.
4. If you have different opinions, you need to actively express your opinions in order to achieve common progress.
Description
1. Prepare and speak before you do not believe in the river.
2. Speaking around the discussion center, don't talk about it.
3. Talk about the idea to have a basis, can say clean up.
4. The language expression is to be clear and clear.
5. Others ask questions and explain patiently to the problem.
Help
1. In the face of difficulties in learning, ask the classmates, the attitude should be humbly and prudent.
2. After receiving help, you should thank the other party.
Self-control
1. Obey the team leader.
2. Obey the discipline, do not leave the seat casually, do not talk about things that are not related to learning.
3. When discussing the group, speak in order, the voice should be light, and it will not affect other groups.
4. Obey the opinions of most people in the group and have a dispute to ask for assistance from the teacher.
help
1. Care for classmates and keep abreast of the difficulties of classmates.
2. Actively, enthusiastically and patiently help the classmates without hurting the classmates' self-esteem.
3. When you are helping, explain to your classmates the reasons for the difficulties and the ways to solve them.
Suggest
1. Think independently and dare to come up with your own bold ideas.
2. Use your brains, present your own opinions and reasons, and propose specific action plans and measures.
coordination
Encourage
Be good at initiating topics based on learning tasks and organizing discussions.
Pay attention to the activities of each team member and give an encouraging evaluation to the team members' speeches in a timely manner.
Keep an eye on the atmosphere of the discussion and the participation of the team members, and use less smiles, anticipation or encouragement to guide students who are less likely to speak.
2. Block
When a group member thinks about a bad or disciplinary violation, he can first remind him: "Please pay attention to discipline", or use eye movement hints. If it is still invalid, then the name of the place will be stopped.
When team members discuss off-center issues, they should be euphemistically signaled to get them back.
3. Sharing
Learn the tasks and goals for each activity.
Assign tasks according to individual characteristics. The team leader is a neutral speaker
Focus on learning and work hard to complete the task.
Showcase learning outcomes and improve communication.
5. Summary
A comprehensive description of several opinions put forward by the classmates during the discussion.
Analyze the discussion and make a conclusion.
Attached 2 cooperation skills "seven characters"
Listen to the speech, concentrate on the other person’s brains
Explain the reasons enough to inspire everyone to think together.
Help others to be sincere and get help.
Reflections dare to admit mistakes, sure others learn to do.
The self-control speech is as light as possible and obeys the collective personality.
Help students to take the initiative, and make people feel tired and strong.
It is recommended to think more before, and the division of labor and cooperation is good.
Coordinating each other for tacit understanding, and cooperation and cooperation for the first.
Third, solid development team multi-cooperative evaluation mechanism
1. Learning achievement evaluation
The weekly, per-unit, mid-term, and final-end math, language, English, and other subject test scores are the primary basis for evaluation. After each test, the team leader counts the total scores of each team member, and then the department representative performs the class group ranking, and the team members are given extra points according to the ranking. At the same time, for each group whose progress has improved, each member of the group will increase by one point.
2. Job completion
For the assignments arranged by the teacher, the team members urged each other and discussed and solved the difficult problems. The representative of the department pays attention to the students who do not pay or submit the homework when they receive the homework, and implements the statistics of the team according to the results of the deduction system. The results are submitted to the study committee records and the responsibility is implemented to the individual.
3. Class performance
In the classroom, you can raise your hand in a proactive manner, and the correct answerer adds 1 point each time. If you can ask a question, add 1 point, but the maximum score for each person in a week is no more than 4 points. The statistics will be counted by the representative of the department. After the statistics are grouped, they will be submitted to the study committee for registration.
4. Behavioral habits
Students are required to conscientiously abide by the school's "Daily Code of Conduct", arrive at the school according to the prescribed time, wear school cards, take the initiative to pick up the garbage, do not chase in the corridors, classrooms, orderly up and down stairs, speak personal and public health, right people Polite and so on. Violators are deducted according to the school’s daily behavior quantification method, and the group deducts half of the deducted points.
5. Incentive measures
Summary of the results of each component of the first three classes
According to the above summary, the weekly summary table. The group’s rewards are based on the principle of “one glory and one glory”. Engage the Venus Study Group's competition activities among the eight study groups to motivate, enhance the cohesiveness of the members of the group, and reward the advanced groups and team leaders – the results of the monthly assessment team and the results of the quantitative assessment There are 2 Jinxing study groups in the class. The deputy squad leader will count the final scores of each group. It will be announced once a week and will be presented at the class meeting on Monday. And in a variety of ways to encourage groups and individuals to achieve excellent results, in addition to the establishment of the Venus study group, but also set up the most solidarity group, the members of the largest group, the best performance group, the golden partner, the best spokesperson, while taking the star Reward, set up "Health Star", "Management Star", "Sports Star", "Cooperative Star", "Progress Star", "Special Star" and other incentives to enhance the sense of honor of the group and students, and increase the momentum of progress.
Part 4: Group Cooperative Learning Implementation Plan
First, the topic of the proposal:
The new curriculum standards emphasize the ability to develop students' language skills through collaborative learning in groups. As a new type of teaching organization, classroom group cooperative learning teaching mode has become one of the important means to complete teaching tasks and organize classroom teaching. It has a special position and role in constructing ideal classroom teaching, and it has become more and more applicable in teaching in recent years. widely. To this end, I have conducted effective research on group interaction and cooperation to achieve the desired teaching effect and conduct project research.
Second, the research objectives:
1. Student cooperation should be active. 2. Student participation should be comprehensive. 3. Student cooperation should be sufficient. 4. Student roles must be clear. 5. Teacher evaluation should be comprehensive.
Third, the research object:
The subject of this research is the 4th grade students of our school.
Fourth, research methods:
Discussion of communication method, investigation method, observation method
This topic focuses on the strategy of cooperative learning of the national mathematics group, mainly adopting the following research methods:
Case study method. In-depth classroom, examine the necessity, feasibility and effectiveness of the group cooperation activities in the case, especially the quantitative and qualitative analysis of the participation of the cooperative learning in the group and the participation of teachers in the regulation.
Comparative research method: Compare each class case. Investigate the organizational forms, implementation procedures, and modes of cooperation and exchange of group cooperative learning, and find commonalities to extract more cooperative models of scientific value.
Action Research Method: For the sub-items that are worth discussing in the group cooperation, such as how the group divides the work, the mode of communication between groups, etc., the members of the research team conduct pilot labor division, exchange and practice, and verify in the action.
Third, the research content:
Research content How the group works collaboratively in an ideal classroom. Cooperative learning is a learning style that achieves learning goals through division of labor and cooperation. It emphasizes the students' learning process and learning style, applies the cooperative principle of social psychology to teaching, and uses the interpersonal cooperation and interaction in teaching as the basic characteristics. It has been used in classroom teaching for the majority of teachers. However, through observation and research, group cooperative learning still has some inconvenient inefficiencies in the teaching practice of small and medium-sized schools, and more detailed discussions are still needed.
1. Analysis of the causes of misunderstandings in the current collaborative study of mathematics groups.
2. The construction of a cooperative learning strategy for the national mathematics team.
The classroom teaching method of the research team's cooperative learning;
Study the basic forms of group cooperative learning with school characteristics;
Build a study on the topic design and cooperation and communication models of collaborative learning;
Research on the interactive effects of group collaborative learning and other learning styles.
The role of effective group collaborative learning in the development of students' subjectivity;
V. Main measures:
1. Teachers should learn from students' learning interests, life experiences and recognition in teaching practice.
Starting from the level of knowledge, we advocate learning methods of experience, practice, participation, and cooperation. It is necessary to face all students, but also to recognize and respect the individual differences of students; it is necessary to change the way students learn mathematics, but also to adjust the methods, means and contents of evaluation. Teachers should change their minds. In group cooperative learning, teachers should use new teaching methods or methods to teach, and reflect the new concepts of inquiry and cooperative learning proposed by the new curriculum standards, and the group should not allow the group to learn to go through the game.
2. Teachers should also strive to improve the teaching skills of cooperative learning, and conduct research and research on group guidance, instructional design, classroom implementation, and after-school summarization of cooperative learning, so that the group's interactive and cooperative learning activities can be carried out smoothly and effectively. Therefore, I believe that cooperative learning activities can be improved from the following aspects:
a, the determination of the number of groups
Teachers should carefully study and design the grouping of the whole class. As far as the general situation of the seating arrangement of the national small class in China is concerned, it is appropriate to arrange a group of 4-6 people. The small size of the group can ensure that everyone has the opportunity and the deafness of the deaf students.
b, the composition of the group
In class, teachers should allow students to temporarily change seats so that students can “gather” and speak freely.
c, the role of the team members
The team is responsible for determining the division of labor for each member. The team leader is responsible for organizing, managing, and conducting group discussions.
d, inspiration and tips
Inspiration and prompting are one of the elements of successful group learning. Students are willing to say that often because they have something to say. Therefore, teachers should do the following: (1) The topic of design should be related to the content of the texts studied, and the topic should be interesting and novel. (2) Allocating relevant reading materials during the study of the text or before the study, so that the students have language materials that can be imitated or used. . (3) Give text prompts or verbal prompts such as words or sentence patterns. The teacher gives the prompt words, allowing the students to form a small dialogue according to the given words.
e, teacher role
Normally, when students are discussing, teachers should not interfere too much with the student group discussion activities, lest some students be cautious because of the presence of the teacher. When the student does not express a certain word, the teacher can give a prompt in time; or at the end of the student discussion, quickly browse the reporter's report outline, and give some pointers if necessary. Therefore, in the process of student discussion, the teacher should act as an observer or helper, and ensure that students have sufficient time to complete the assigned tasks, and do not make cooperative learning flow in form.
f, teacher evaluation
Appropriate evaluation is very beneficial to the virtuous circle of group cooperative learning. Teachers should listen carefully and should let the whole class listen carefully. This is an invisible encouragement for students. When listening, teachers should not interrupt because of correcting mistakes. Frequent corrections will only discourage students. Instead, they should write down the language mistakes during the performance of the students, and then pick out the questions of universal significance to explain. Other questions can be placed. To the teacher's summary, the teacher should remind the students from the front to pay attention to the language norms. In any case, the teacher should give sincere and appropriate praise to the results of any student. Be good at discovering the merits of each group, and closely combine the group evaluation with the individual evaluation, so that the students' tension can be gradually eliminated. Students’ self-confidence can also be gradually enhanced
Sixth, research steps:
First stage: preparation stage
1. Establish a research group and establish a sound research team.
2. Analyze the problems existing in cooperative learning and do a good job in pre-testing.
3. Extensively collect information and learn about the literature on group cooperation and other aspects.
4. Formulate the implementation plan for the project, and ask the experts for guidance.
Second stage: preliminary implementation stage
1. The research group initially implemented the research according to the operation plan. Take the experiment while thinking, learn and summarize the methods, and constantly improve the research plan.
2. Carry out research activities on a regular basis, study the contents, ways and methods of education and teaching, and focus on the methods of operation within the class.
The third stage: the formal implementation stage
1. Carry out research according to the research plan.
2. Conduct regular research on a regular basis every semester.
3. The research team accumulates information accounts.
The fourth stage: the summary stage
1. Do a good job of post-testing and analyze the relationship between the arguments and the dependent variables.
2. Write research reports and research work reports and related papers.
3. Collect data and improve the data account.
Seven, expected results:
1. Let all students actively and fully carry out expression activities such as “listening, speaking, reading and writing” in the group, truly discuss and cooperate, and give play to the advantages of group cooperation.
2. Allow students to fully participate in classroom teaching and be good at expressing opinions before people.
3. When the teacher organizes the group cooperation activities, the students are given sufficient time to think and discuss. The students cooperate to fully display their achievements and cultivate interest in cooperative learning.
4. Let each student act as a rapporteur and make their abilities fully developed.
5. Teachers conduct comprehensive group evaluations and individual evaluations to allow students to develop in an all-round way.
Part 5: Group Cooperative Learning Implementation Plan
Group cooperative learning is an important learning method in today's teaching. This kind of learning method creates a relaxed atmosphere for each student to express themselves, so that the students' thinking shows a positive attitude and can exert the collective mutual help force to a large extent.
I. Team building
1, the formation of the group
The purpose of the formation: to enable students to self-manage, self-discipline, and on this basis to form a good situation of cooperation and competition.
The method of formation: there is a certain degree of scientificity in grouping, and it is necessary to balance the advantages and disadvantages and the balance between men and women. According to the test scores 1--8, each group is the leader; 9--16 is the sub-group leader; 17--24 is the group 3; the rest is the group 4. The group leader selects the deputy leader, and then chooses No. 3 and No. 4, each group of four.
2. Division of team members:
The members in the group are a whole. The group is a team, emphasizing collective action, not engaging in individualism. There must be a clear division of labor for various tasks within the group, and it must be clearly implemented.
1. The leader of the group: It is necessary to lead by example and supervise, supervise and guide the study, behavior and ideas of the members. Including the contact with the class teacher and the teachers at any time, to establish a bridge of communication between the classmates and the teacher, to play the role of the sentiment, the report of the situation. Under his leadership, the irrational part of the group regulation was revised in stages. Responsible for the learning situation of this group, responsible for sending and receiving operations, and at the same time, responsible for filling in the performance of the supervised group at school. Responsible for the classroom discipline maintenance of this group, timely stop the phenomenon of speaking, laughing, playing, and delivering papers.
2. Deputy leader and supervisor: assist the team leader in handling all matters within the group, and work with the team leader to strengthen the centripetal force and cohesiveness within the group. Responsible for the study of the four-person group and the preparation of the entire group before class. After the discussion, the nominee of the spokesperson will report the results of the discussion in this group, and at the same time, equalize the opportunity for members of the group to go to the blackboard. Responsible for recording the score of this group. Avoid mistakes or mistakes in scores, causing unnecessary disputes and confusion. Report to the team leader in time after class.
3. Requirements for group discussion:
(1) The rules of the group discussion are: after independent thinking, there are still doubts that need to be resolved, first one, one, and then four.
(2) The format of the group discussion is:
A. Free speech: Students can speak freely in the group, and the students can express their opinions in a word.
B. Rotating speech: This way, the group members speak around a central issue, and one person does not miss it.
C. One-on-one discussion: When some students do their best in the face of problems and can't solve the doubts of the problem, teachers can use this discussion mode when they can't give individual guidance.
4. Statements by the panelists:
Each team is required to be able to answer questions on the basis of sufficient preparation. When answering questions, each member of the group can express opinions on different angles of the issue, but there can be no two completely opposite conclusions. If some students stand up without thinking, simply repeat the views of the former classmates or say that some of them are not marginal, such participation is invalid. Everyone is required to speak at least 5 times in a day, and the deputy leader will make a record. For each less time, the team will be deducted 1 point.
Second, class management score rules
Sub-item items: 1. Operational situation 2. Classroom speeches 3. In-group dictation and memorization of customs clearance 4. Group members' examination rankings and advances and retreats 5. Disciplinary situation 6, health situation
Score criteria:
First, homework: 1 point per person is not completed every day. If you don’t make up one point per person on the day, if you don’t finish it on the third day, you will double the points. The plagiarism operator deducts 2 points at a time.
Second, the classroom speech: in the classroom to allow mutual assistance within the group, to further supplement the statement for their speech, but does not allow the phenomenon of mutual reminder within the group, refused to "call". More than 3 people who have spoken in class have still not answered correctly, and the correct answer group adds 1 point directly. The bonus points for this session are set by the individual teachers, but when the team leader speaks, the scores will be halved.
Third, dictation and memorization: the dictation of sending and receiving will be based on the group. Each time the meditation is done, the group will add 2 points. The group that passed the second pass will not be reduced, but the group that still has not passed will be reduced by 2 points. After the class, the team members will leave for the counseling. If someone reports a cheater, the group will be reduced by 10 points after verification.
Fourth, the test situation:
After the monthly examination, each member of the group will make one more point for each grade, and will score 1 point and deduct 1 point.
The monthly test, the first place in the single subject scored 6 points, the second place added 4 points, and the third group added 2 points. The total score of the first group is 8 points, the total score of the second group is 6 points, and the total score of the students is 4 points.
5. Discipline:
In one of the following cases, each team will be deducted 1 point.
1. Those who violate discipline in class, such as talking, walking, sleeping, reading extracurricular books, eating, passing paper, etc.
2. The afternoon and evening breaks affect the students' rest.
3, two exercises, flag raising, meeting, cooking on the road, in the middle of the team to laugh, fight, free, sloppy, for no reason to participate in group activities.
4, do not respect the teacher, the top of the division.
5, damaged doors and windows and other public objects.
6. Spread rumors and bully classmates in the class
7, with MP3, mobile phone into the classroom.
8, no reason is not worth the day.
6. Health: According to the school's housekeeper, the health inspector checks the points and points, and doubles the points. Statistics are carried out by the health committee.
Reward and punishment
1. For those who are good at the class or school, give the group a 1 to 5 points depending on the situation. For each additional 1 point in the class, 2 points will be added to the group.
2. Members of this group have participated in competitions or performances above the school level, and each person adds 5 points. Those who receive honors will receive 10 points each.
3. For each additional 1 point in the class, add 2 points to the group.
4. Anyone who has serious violations of discipline, such as fighting, stealing, Internet cafes, falling in love, cheating in exams, etc., deducts 10 points per person.
5, according to the week, the classroom speech, homework, exams, and classroom discipline, etc., the class teacher to judge the "Best Language Group", "Best English Team" and other best subject groups, 5 points .
6. At the weekly meeting, the class teacher will analyze and summarize the students according to the total score of the students in the week, and praise the good group. The last group will hold a group meeting after the class meeting on Monday, and each member will analyze the reasons behind the group and discuss the corresponding countermeasures;
7. Perform monthly statistics. Calculate the scores of each group in the class by 40% of the total scores of the usual scores, and calculate the scores of the teams in the class.
Summary of related scores:
1. The class representative must have a clear record of the daily work situation, and the results of the inspection will be published in the statistical form of the class in the afternoon activities.
2. The dictation and memorization of the customs clearance shall be the responsibility of the representatives of each class, and the verification shall be recorded and written on the statistical form posted in the class.
3. Students who do not have the teacher's requirements must have a class representative to check the customs on the day of the inspection. The class representative office must have a record. However, the relevant person's group is reduced by 2 points. The teacher in charge of the class conducts a spot check on the work of the class representative. If there is a class representing the phenomenon of cover-up, the class representative will reduce the score by 5 points.
4. The total score is the responsibility of the squad leader. The total score of the week is announced every Monday, and the result is on the wall.
First, the goal:
1. Let students learn to improve their ability to learn independently and learn cooperatively.
2. Seize the “life-life” dialogue link in the dialogue of ideas and strengthen the classroom construction of “harmony, efficiency, and thinking dialogue”.
3. Improve students' academic performance and reduce students with learning difficulties.
Second, grouping:
1. The class teacher coordinates the teachers in each subject in accordance with the principle of complementarity of differences, and divides the students into several groups relatively evenly, each group of 4-8 people, each group with the same group.
2. The team members will be ranked as C, B, and A by excellent, medium, and differential to facilitate group cooperation and evaluation.
3, the group naming and group message by the class teacher to guide students to combine the characteristics of this group.
Third, implementation: strict three links
1. Prepare lessons:
A. There must be a clear weekly plan, and a clear weekly progress should be drawn according to the progress of the semester. The number of classes used in the new lectures, review classes, and test sessions should be clearly indicated in the weekly plan in conjunction with the actual situation of our school.
B. Each subject carefully designs the questions of each lesson according to the preparation requirements of the teaching and research staff. What content is carried out in each lesson, and which links in the classroom need cooperation, must be well thought out, designed well, and reflected in the guiding case. Each lesson shall not be less than half a day of collective preparation time, and the guiding case must be prepared by the collective preparation. The class reform team will conduct a spot check on the collective preparation of each subject.
C. Prepare lessons one week in advance. Before the first class on Friday afternoon, the heads of teaching and research of each subject will submit the complete guidebook for the next week of the discipline and the next week's test questions to the teaching office, which will be reviewed and approved by the curriculum reform team. Afterwards, the leader of the branch will sign and confirm the use.
D. Do a good job in organizing and accumulating the guiding case and related materials. The head of the teaching and research team made a good inspection record.
2, class
A. Teachers should combine cooperative learning with class teaching, personal learning organically, and rationally allocate learning time for each part. The form of cooperative learning is not applied to the entire teaching system, it is often combined with other forms of teaching organization. Therefore, it is a very important issue to be suitable for group cooperative learning under what circumstances. Only by choosing the right time according to the teaching content of a class and the actual situation of the students can we play its role well.
B. To play the leading role of teachers. Teachers should not only become post-evaluators, but should actively participate in and guide the entire process of "learning", so as not to make the teaching activities appear confusing and reduce the efficiency of learning.
C. The number of cooperation is moderate. A number of discussions in one lesson took more than half of the time, which in turn restricted the exchange and feedback of information between students and teachers.
D, cooperation can not be rushed. As soon as the teacher raised the question, he immediately organized the students to cooperate and discuss. The learning scene seemed to be “hot and busy”, but the result was “small water”.
E. Cooperation time should be sufficient. At the beginning of cooperative learning, after the students enter the role, the teacher should not terminate the cooperation in the process of completing the preset teaching plan and when the students are still trying.
3. Week test:
A. Implement the weekly examination system, design the exam questions one week in advance, and test the contents of this week every Friday to teach, review, and test Zhou Zhouqing.
B. Before the Tuesday, each subject should complete the test of the previous week. Before the Thursday, the class teacher will report the results and rankings of the class to the president of Liu Zhonglin in electronic form, and combine the form on Friday. The school contact form informs the parents.
C. There is no contradiction between the weekly test and the usual small test and correction. The small test and the correction are carried out according to the original regulations and serve as a basis for the group assessment.
Fourth, evaluation:
1. Each class can use the calculation team to improve the points or the calculation team to improve the rankings to evaluate the teams in the class. Each class teacher should formulate a class plan suitable for his class according to the implementation of his class, gradually improve it, and form a written material.
2. Teachers of various disciplines use good class representatives to do a good job of the small test scores of the subject. The peacetime teacher's extra points record work for the group, combined with the classroom classroom culture construction, fixed areas, and records and statistics on the wall.
3, the class teacher each month combined with the mid-term final exam, monthly exam, weekly exam, small test and the teacher's usual addition and subtraction of the class to conduct an assessment of the class, the use of the class will be a summary. Each class selects a winning team to recognize the flag and post a photo on the school bulletin board.
Fifth, lectures, study arrangements:
1. After the start of the 11th holiday, the school will organize the lectures. The second quarter of the second quarter is the time for the lectures in each subject, and the third and seventh quarters are the collective study time. In the course of lectures, subject leaders and fellow teachers must participate.
2. The teaching content and steps of the instructor must be consistent with the guiding case designed by the instructor. The course type of the lecture teaching is not limited to the new teaching, and the teaching progress and the weekly planning are carried out.
3. After the school organizes the lectures, the students should continue to learn from each other. The number of sessions per week should be no less than two, and the records of the classroom activities should be detailed. My thoughts and understandings should be in place.
4. The specific arrangement of the lectures will be arranged in the lecture schedule. The school will create conditions to record the lecture process of the lecturers and issue a notice on the lectures.
Six, some problems in the team cooperation in the last semester:
1. Formalization. Simply pursuing the excitement of the classroom atmosphere, the implementation of knowledge points is not in place, can not complement each other's strengths and weaknesses, and learn from each other's strengths. After the students have independently learned the relevant knowledge points, they should combine appropriate tests and verbal written.
2. Student participation is uneven. Most students "set up the stage" and a few students "sing a play". In the process of group cooperation, the limelight of individual students should be appropriately suppressed, so that they can become the protagonists of the cooperation within the group, rather than the dominance of the words.
3. Liberalization of group cooperation. The team's cooperation is not designed. When the questions are unanswered, the teacher asks for discussion, which is too random. Other teachers lack the necessary organization and guidance for group cooperative learning and become a bystander.
4. There are only a few people in the classroom when the students are presenting. The student principle in class presentation should be Class B students, and Class A students are encouraged to speak boldly so that each class of students can improve.
5. There is a lack of standardization in group cooperation. The voice size, posture and language routine teachers who answer the questions should be standardized in accordance with the characteristics of the subject. Subjects that require hands-on operation, who do it, who presides, who speaks, form a consensus within the group.
6, the teacher does not worry about the students' self-learning, in the process of the patrol group learning, while walking and muttering, often interrupts the students' ideas.
Seven, group cooperation subjects:
This semester group cooperation study is carried out in four disciplines of mathematics, physics, chemistry and English. Other disciplines can use the group to combine the characteristics of the subject and carry out group cooperation on their own.
After the start of the 8th and 11th holidays, the cooperation between the first and third grades will be carried out in full swing.
Part 2: Group Cooperative Learning Implementation Plan
Group cooperative learning is an important learning method in today's teaching. This kind of learning method creates a relaxed atmosphere for each student to express themselves, so that the students' thinking shows a positive attitude and can exert the collective mutual help force to a large extent. In recent times, we are actively exploring ways to explore how to make group collaborative learning more effective. The following is a cooperative study plan for the senior language group student group:
One: students
1, effective grouping
In view of the fact that there are many classes in our school and there are many classes, we have allocated the study group reasonably. Each group of four people is combined into one group. According to the principle of “heterogeneity within the group, homogeneity between groups”, at least one student in the group has excellent grades. One classmate's grade was relatively poor in the class, and the other two students had a moderate grade. Such a combination can make the competitiveness of the group basically balanced, and the team members can work together to make learning.
2, member duties
After the study group is determined, a group of students will be democratically elected as the team leader. The team leader must have certain organizational ability and ability to express. When the group activities, he will assume the role of “little teacher” and be responsible for organizing the group discussion and solving the problem. At the time, the students who can lead the group to learn difficulties can remove the obstacles in learning. At the same time, it is recommended that the group leader flow every other month or so, so that every student in the group can demonstrate their own level and improve their abilities.
3. Order of speech
As a member of the group, when testing, there is no order, and each other's learning results can be tested and corrected. However, when discussing more difficult issues, ask the team leader to organize all the members of the group to speak. The order of the speeches suggests that students who are more difficult to learn in the group should first express their opinions. When the classmates speak, other team members must listen carefully. If there are different opinions on the students' opinions, they can be supplemented. The team leader is based on the members of the group. The opinions form a group opinion. When class is exchanged, a classmate is recommended to make a speech. When speaking, we should use "our group thinks that..." to communicate.
Two: teachers
1, determine the topic
For group work, our goal is to enable every student to improve in this atmosphere. This requires our teachers to choose the right topic for students to communicate and cooperate. Collaboration in the form of low-level testing is not very demanding for teachers. However, when presenting exploratory questions, teachers are required to delve into the teaching materials, dig deep into the teaching materials, provide students with questions of inquiry value, and not allow cooperative learning to flow in form. If the problem of inquiry is too difficult or too easy, the effectiveness of the group cooperation will be inconspicuous or not effective enough. At the same time, in the daily course teaching, students should gradually learn to discuss, learn to express, learn to organize, learn to evaluate and other methods, so that cooperative learning can highlight the effectiveness.
2, teacher participation
At present, our students are basically able to speak in the group, but it is not very good for listening to many students. This requires teachers to participate in cooperative learning, teachers to participate in the class, to conduct inspections in the class, to ask for learning results, if you find learning difficulties, timely dialing. Some students with poor degrees are not good at speaking. Teachers should go deep into the group and listen to their speeches. Even if they say very little, they should be fully affirmed and encouraged in time.
At the same time, teachers should pay attention to the time of regulation and cooperation, not too short, and students have not yet discussed the results. But it can't be too long. A class is limited after all. It takes 40 minutes to get quality, so that students at all levels have their own income, and ensure that the group's cooperative learning receives results.
Of course, the group's cooperative learning approach is far more than this. It requires each of our teachers to continually explore in the usual teaching practice, create opportunities for students to learn cooperatively, give full play to the timeliness of group cooperative learning, and strive to cultivate students' cooperation. Concept, enhance students' cooperative skills, and comprehensively improve students' language achievements!
Part 3: Group Cooperative Learning Implementation Plan
First, change the learning concept of students.
1. Require each group to alternately write a motto on the blackboard that encourages students to learn independently, and cultivate students' self-confidence, enthusiasm, initiative, and solve the problem of learning motivation.
2. Through the parent conference to publicize the significance of classroom teaching reform, the parents will actively support students to participate in cooperative learning.
3. Set some slogans for cooperative learning in the class, and the slogans of each group will create a strong cooperative learning atmosphere.
4, through the column of the blackboard section of the big group, to create a happy and harmonious atmosphere.
Second, improve the skills of cooperative learning. Introduce students to some rules and requirements for cooperative learning.
1. Develop students' self-learning ability. Teach students how to prepare, how to learn, how to explore, and how to collect information.
2. Develop students' ability to cooperate and learn. Teach and learn to learn how to help each other in cooperative learning, so that you can listen, I will listen to you, and you will do my check. Teach four students to learn how to discuss and solve difficult problems, and four people to learn how to display, debate and contest.
3. Organize a “Study Team Leader Salon” once a week to fully mobilize the team leader's polarity and improve the team leader's management level.
Attachment 1: Basic Skills and Rules for Classroom Cooperation in the First and Third Classes
The basic skills of classroom cooperative learning mainly include the following ten items:
listen to
1. Listen to people to concentrate on your speech.
2. Try to understand other people's speeches. It is reasonable to think about his reply while listening, right or wrong.
3. When someone speaks, they don't interrupt and interrupt. Have different opinions, be patient and listen to others and then ask.
4. If you have different opinions, you need to actively express your opinions in order to achieve common progress.
Description
1. Prepare and speak before you do not believe in the river.
2. Speaking around the discussion center, don't talk about it.
3. Talk about the idea to have a basis, can say clean up.
4. The language expression is to be clear and clear.
5. Others ask questions and explain patiently to the problem.
Help
1. In the face of difficulties in learning, ask the classmates, the attitude should be humbly and prudent.
2. After receiving help, you should thank the other party.
Self-control
1. Obey the team leader.
2. Obey the discipline, do not leave the seat casually, do not talk about things that are not related to learning.
3. When discussing the group, speak in order, the voice should be light, and it will not affect other groups.
4. Obey the opinions of most people in the group and have a dispute to ask for assistance from the teacher.
help
1. Care for classmates and keep abreast of the difficulties of classmates.
2. Actively, enthusiastically and patiently help the classmates without hurting the classmates' self-esteem.
3. When you are helping, explain to your classmates the reasons for the difficulties and the ways to solve them.
Suggest
1. Think independently and dare to come up with your own bold ideas.
2. Use your brains, present your own opinions and reasons, and propose specific action plans and measures.
coordination
Encourage
Be good at initiating topics based on learning tasks and organizing discussions.
Pay attention to the activities of each team member and give an encouraging evaluation to the team members' speeches in a timely manner.
Keep an eye on the atmosphere of the discussion and the participation of the team members, and use less smiles, anticipation or encouragement to guide students who are less likely to speak.
2. Block
When a group member thinks about a bad or disciplinary violation, he can first remind him: "Please pay attention to discipline", or use eye movement hints. If it is still invalid, then the name of the place will be stopped.
When team members discuss off-center issues, they should be euphemistically signaled to get them back.
3. Sharing
Learn the tasks and goals for each activity.
Assign tasks according to individual characteristics. The team leader is a neutral speaker
Focus on learning and work hard to complete the task.
Showcase learning outcomes and improve communication.
5. Summary
A comprehensive description of several opinions put forward by the classmates during the discussion.
Analyze the discussion and make a conclusion.
Attached 2 cooperation skills "seven characters"
Listen to the speech, concentrate on the other person’s brains
Explain the reasons enough to inspire everyone to think together.
Help others to be sincere and get help.
Reflections dare to admit mistakes, sure others learn to do.
The self-control speech is as light as possible and obeys the collective personality.
Help students to take the initiative, and make people feel tired and strong.
It is recommended to think more before, and the division of labor and cooperation is good.
Coordinating each other for tacit understanding, and cooperation and cooperation for the first.
Third, solid development team multi-cooperative evaluation mechanism
1. Learning achievement evaluation
The weekly, per-unit, mid-term, and final-end math, language, English, and other subject test scores are the primary basis for evaluation. After each test, the team leader counts the total scores of each team member, and then the department representative performs the class group ranking, and the team members are given extra points according to the ranking. At the same time, for each group whose progress has improved, each member of the group will increase by one point.
2. Job completion
For the assignments arranged by the teacher, the team members urged each other and discussed and solved the difficult problems. The representative of the department pays attention to the students who do not pay or submit the homework when they receive the homework, and implements the statistics of the team according to the results of the deduction system. The results are submitted to the study committee records and the responsibility is implemented to the individual.
3. Class performance
In the classroom, you can raise your hand in a proactive manner, and the correct answerer adds 1 point each time. If you can ask a question, add 1 point, but the maximum score for each person in a week is no more than 4 points. The statistics will be counted by the representative of the department. After the statistics are grouped, they will be submitted to the study committee for registration.
4. Behavioral habits
Students are required to conscientiously abide by the school's "Daily Code of Conduct", arrive at the school according to the prescribed time, wear school cards, take the initiative to pick up the garbage, do not chase in the corridors, classrooms, orderly up and down stairs, speak personal and public health, right people Polite and so on. Violators are deducted according to the school’s daily behavior quantification method, and the group deducts half of the deducted points.
5. Incentive measures
Summary of the results of each component of the first three classes
According to the above summary, the weekly summary table. The group’s rewards are based on the principle of “one glory and one glory”. Engage the Venus Study Group's competition activities among the eight study groups to motivate, enhance the cohesiveness of the members of the group, and reward the advanced groups and team leaders – the results of the monthly assessment team and the results of the quantitative assessment There are 2 Jinxing study groups in the class. The deputy squad leader will count the final scores of each group. It will be announced once a week and will be presented at the class meeting on Monday. And in a variety of ways to encourage groups and individuals to achieve excellent results, in addition to the establishment of the Venus study group, but also set up the most solidarity group, the members of the largest group, the best performance group, the golden partner, the best spokesperson, while taking the star Reward, set up "Health Star", "Management Star", "Sports Star", "Cooperative Star", "Progress Star", "Special Star" and other incentives to enhance the sense of honor of the group and students, and increase the momentum of progress.
Part 4: Group Cooperative Learning Implementation Plan
First, the topic of the proposal:
The new curriculum standards emphasize the ability to develop students' language skills through collaborative learning in groups. As a new type of teaching organization, classroom group cooperative learning teaching mode has become one of the important means to complete teaching tasks and organize classroom teaching. It has a special position and role in constructing ideal classroom teaching, and it has become more and more applicable in teaching in recent years. widely. To this end, I have conducted effective research on group interaction and cooperation to achieve the desired teaching effect and conduct project research.
Second, the research objectives:
1. Student cooperation should be active. 2. Student participation should be comprehensive. 3. Student cooperation should be sufficient. 4. Student roles must be clear. 5. Teacher evaluation should be comprehensive.
Third, the research object:
The subject of this research is the 4th grade students of our school.
Fourth, research methods:
Discussion of communication method, investigation method, observation method
This topic focuses on the strategy of cooperative learning of the national mathematics group, mainly adopting the following research methods:
Case study method. In-depth classroom, examine the necessity, feasibility and effectiveness of the group cooperation activities in the case, especially the quantitative and qualitative analysis of the participation of the cooperative learning in the group and the participation of teachers in the regulation.
Comparative research method: Compare each class case. Investigate the organizational forms, implementation procedures, and modes of cooperation and exchange of group cooperative learning, and find commonalities to extract more cooperative models of scientific value.
Action Research Method: For the sub-items that are worth discussing in the group cooperation, such as how the group divides the work, the mode of communication between groups, etc., the members of the research team conduct pilot labor division, exchange and practice, and verify in the action.
Third, the research content:
Research content How the group works collaboratively in an ideal classroom. Cooperative learning is a learning style that achieves learning goals through division of labor and cooperation. It emphasizes the students' learning process and learning style, applies the cooperative principle of social psychology to teaching, and uses the interpersonal cooperation and interaction in teaching as the basic characteristics. It has been used in classroom teaching for the majority of teachers. However, through observation and research, group cooperative learning still has some inconvenient inefficiencies in the teaching practice of small and medium-sized schools, and more detailed discussions are still needed.
1. Analysis of the causes of misunderstandings in the current collaborative study of mathematics groups.
2. The construction of a cooperative learning strategy for the national mathematics team.
The classroom teaching method of the research team's cooperative learning;
Study the basic forms of group cooperative learning with school characteristics;
Build a study on the topic design and cooperation and communication models of collaborative learning;
Research on the interactive effects of group collaborative learning and other learning styles.
The role of effective group collaborative learning in the development of students' subjectivity;
V. Main measures:
1. Teachers should learn from students' learning interests, life experiences and recognition in teaching practice.
Starting from the level of knowledge, we advocate learning methods of experience, practice, participation, and cooperation. It is necessary to face all students, but also to recognize and respect the individual differences of students; it is necessary to change the way students learn mathematics, but also to adjust the methods, means and contents of evaluation. Teachers should change their minds. In group cooperative learning, teachers should use new teaching methods or methods to teach, and reflect the new concepts of inquiry and cooperative learning proposed by the new curriculum standards, and the group should not allow the group to learn to go through the game.
2. Teachers should also strive to improve the teaching skills of cooperative learning, and conduct research and research on group guidance, instructional design, classroom implementation, and after-school summarization of cooperative learning, so that the group's interactive and cooperative learning activities can be carried out smoothly and effectively. Therefore, I believe that cooperative learning activities can be improved from the following aspects:
a, the determination of the number of groups
Teachers should carefully study and design the grouping of the whole class. As far as the general situation of the seating arrangement of the national small class in China is concerned, it is appropriate to arrange a group of 4-6 people. The small size of the group can ensure that everyone has the opportunity and the deafness of the deaf students.
b, the composition of the group
In class, teachers should allow students to temporarily change seats so that students can “gather” and speak freely.
c, the role of the team members
The team is responsible for determining the division of labor for each member. The team leader is responsible for organizing, managing, and conducting group discussions.
d, inspiration and tips
Inspiration and prompting are one of the elements of successful group learning. Students are willing to say that often because they have something to say. Therefore, teachers should do the following: (1) The topic of design should be related to the content of the texts studied, and the topic should be interesting and novel. (2) Allocating relevant reading materials during the study of the text or before the study, so that the students have language materials that can be imitated or used. . (3) Give text prompts or verbal prompts such as words or sentence patterns. The teacher gives the prompt words, allowing the students to form a small dialogue according to the given words.
e, teacher role
Normally, when students are discussing, teachers should not interfere too much with the student group discussion activities, lest some students be cautious because of the presence of the teacher. When the student does not express a certain word, the teacher can give a prompt in time; or at the end of the student discussion, quickly browse the reporter's report outline, and give some pointers if necessary. Therefore, in the process of student discussion, the teacher should act as an observer or helper, and ensure that students have sufficient time to complete the assigned tasks, and do not make cooperative learning flow in form.
f, teacher evaluation
Appropriate evaluation is very beneficial to the virtuous circle of group cooperative learning. Teachers should listen carefully and should let the whole class listen carefully. This is an invisible encouragement for students. When listening, teachers should not interrupt because of correcting mistakes. Frequent corrections will only discourage students. Instead, they should write down the language mistakes during the performance of the students, and then pick out the questions of universal significance to explain. Other questions can be placed. To the teacher's summary, the teacher should remind the students from the front to pay attention to the language norms. In any case, the teacher should give sincere and appropriate praise to the results of any student. Be good at discovering the merits of each group, and closely combine the group evaluation with the individual evaluation, so that the students' tension can be gradually eliminated. Students’ self-confidence can also be gradually enhanced
Sixth, research steps:
First stage: preparation stage
1. Establish a research group and establish a sound research team.
2. Analyze the problems existing in cooperative learning and do a good job in pre-testing.
3. Extensively collect information and learn about the literature on group cooperation and other aspects.
4. Formulate the implementation plan for the project, and ask the experts for guidance.
Second stage: preliminary implementation stage
1. The research group initially implemented the research according to the operation plan. Take the experiment while thinking, learn and summarize the methods, and constantly improve the research plan.
2. Carry out research activities on a regular basis, study the contents, ways and methods of education and teaching, and focus on the methods of operation within the class.
The third stage: the formal implementation stage
1. Carry out research according to the research plan.
2. Conduct regular research on a regular basis every semester.
3. The research team accumulates information accounts.
The fourth stage: the summary stage
1. Do a good job of post-testing and analyze the relationship between the arguments and the dependent variables.
2. Write research reports and research work reports and related papers.
3. Collect data and improve the data account.
Seven, expected results:
1. Let all students actively and fully carry out expression activities such as “listening, speaking, reading and writing” in the group, truly discuss and cooperate, and give play to the advantages of group cooperation.
2. Allow students to fully participate in classroom teaching and be good at expressing opinions before people.
3. When the teacher organizes the group cooperation activities, the students are given sufficient time to think and discuss. The students cooperate to fully display their achievements and cultivate interest in cooperative learning.
4. Let each student act as a rapporteur and make their abilities fully developed.
5. Teachers conduct comprehensive group evaluations and individual evaluations to allow students to develop in an all-round way.
Part 5: Group Cooperative Learning Implementation Plan
Group cooperative learning is an important learning method in today's teaching. This kind of learning method creates a relaxed atmosphere for each student to express themselves, so that the students' thinking shows a positive attitude and can exert the collective mutual help force to a large extent.
I. Team building
1, the formation of the group
The purpose of the formation: to enable students to self-manage, self-discipline, and on this basis to form a good situation of cooperation and competition.
The method of formation: there is a certain degree of scientificity in grouping, and it is necessary to balance the advantages and disadvantages and the balance between men and women. According to the test scores 1--8, each group is the leader; 9--16 is the sub-group leader; 17--24 is the group 3; the rest is the group 4. The group leader selects the deputy leader, and then chooses No. 3 and No. 4, each group of four.
2. Division of team members:
The members in the group are a whole. The group is a team, emphasizing collective action, not engaging in individualism. There must be a clear division of labor for various tasks within the group, and it must be clearly implemented.
1. The leader of the group: It is necessary to lead by example and supervise, supervise and guide the study, behavior and ideas of the members. Including the contact with the class teacher and the teachers at any time, to establish a bridge of communication between the classmates and the teacher, to play the role of the sentiment, the report of the situation. Under his leadership, the irrational part of the group regulation was revised in stages. Responsible for the learning situation of this group, responsible for sending and receiving operations, and at the same time, responsible for filling in the performance of the supervised group at school. Responsible for the classroom discipline maintenance of this group, timely stop the phenomenon of speaking, laughing, playing, and delivering papers.
2. Deputy leader and supervisor: assist the team leader in handling all matters within the group, and work with the team leader to strengthen the centripetal force and cohesiveness within the group. Responsible for the study of the four-person group and the preparation of the entire group before class. After the discussion, the nominee of the spokesperson will report the results of the discussion in this group, and at the same time, equalize the opportunity for members of the group to go to the blackboard. Responsible for recording the score of this group. Avoid mistakes or mistakes in scores, causing unnecessary disputes and confusion. Report to the team leader in time after class.
3. Requirements for group discussion:
(1) The rules of the group discussion are: after independent thinking, there are still doubts that need to be resolved, first one, one, and then four.
(2) The format of the group discussion is:
A. Free speech: Students can speak freely in the group, and the students can express their opinions in a word.
B. Rotating speech: This way, the group members speak around a central issue, and one person does not miss it.
C. One-on-one discussion: When some students do their best in the face of problems and can't solve the doubts of the problem, teachers can use this discussion mode when they can't give individual guidance.
4. Statements by the panelists:
Each team is required to be able to answer questions on the basis of sufficient preparation. When answering questions, each member of the group can express opinions on different angles of the issue, but there can be no two completely opposite conclusions. If some students stand up without thinking, simply repeat the views of the former classmates or say that some of them are not marginal, such participation is invalid. Everyone is required to speak at least 5 times in a day, and the deputy leader will make a record. For each less time, the team will be deducted 1 point.
Second, class management score rules
Sub-item items: 1. Operational situation 2. Classroom speeches 3. In-group dictation and memorization of customs clearance 4. Group members' examination rankings and advances and retreats 5. Disciplinary situation 6, health situation
Score criteria:
First, homework: 1 point per person is not completed every day. If you don’t make up one point per person on the day, if you don’t finish it on the third day, you will double the points. The plagiarism operator deducts 2 points at a time.
Second, the classroom speech: in the classroom to allow mutual assistance within the group, to further supplement the statement for their speech, but does not allow the phenomenon of mutual reminder within the group, refused to "call". More than 3 people who have spoken in class have still not answered correctly, and the correct answer group adds 1 point directly. The bonus points for this session are set by the individual teachers, but when the team leader speaks, the scores will be halved.
Third, dictation and memorization: the dictation of sending and receiving will be based on the group. Each time the meditation is done, the group will add 2 points. The group that passed the second pass will not be reduced, but the group that still has not passed will be reduced by 2 points. After the class, the team members will leave for the counseling. If someone reports a cheater, the group will be reduced by 10 points after verification.
Fourth, the test situation:
After the monthly examination, each member of the group will make one more point for each grade, and will score 1 point and deduct 1 point.
The monthly test, the first place in the single subject scored 6 points, the second place added 4 points, and the third group added 2 points. The total score of the first group is 8 points, the total score of the second group is 6 points, and the total score of the students is 4 points.
5. Discipline:
In one of the following cases, each team will be deducted 1 point.
1. Those who violate discipline in class, such as talking, walking, sleeping, reading extracurricular books, eating, passing paper, etc.
2. The afternoon and evening breaks affect the students' rest.
3, two exercises, flag raising, meeting, cooking on the road, in the middle of the team to laugh, fight, free, sloppy, for no reason to participate in group activities.
4, do not respect the teacher, the top of the division.
5, damaged doors and windows and other public objects.
6. Spread rumors and bully classmates in the class
7, with MP3, mobile phone into the classroom.
8, no reason is not worth the day.
6. Health: According to the school's housekeeper, the health inspector checks the points and points, and doubles the points. Statistics are carried out by the health committee.
Reward and punishment
1. For those who are good at the class or school, give the group a 1 to 5 points depending on the situation. For each additional 1 point in the class, 2 points will be added to the group.
2. Members of this group have participated in competitions or performances above the school level, and each person adds 5 points. Those who receive honors will receive 10 points each.
3. For each additional 1 point in the class, add 2 points to the group.
4. Anyone who has serious violations of discipline, such as fighting, stealing, Internet cafes, falling in love, cheating in exams, etc., deducts 10 points per person.
5, according to the week, the classroom speech, homework, exams, and classroom discipline, etc., the class teacher to judge the "Best Language Group", "Best English Team" and other best subject groups, 5 points .
6. At the weekly meeting, the class teacher will analyze and summarize the students according to the total score of the students in the week, and praise the good group. The last group will hold a group meeting after the class meeting on Monday, and each member will analyze the reasons behind the group and discuss the corresponding countermeasures;
7. Perform monthly statistics. Calculate the scores of each group in the class by 40% of the total scores of the usual scores, and calculate the scores of the teams in the class.
Summary of related scores:
1. The class representative must have a clear record of the daily work situation, and the results of the inspection will be published in the statistical form of the class in the afternoon activities.
2. The dictation and memorization of the customs clearance shall be the responsibility of the representatives of each class, and the verification shall be recorded and written on the statistical form posted in the class.
3. Students who do not have the teacher's requirements must have a class representative to check the customs on the day of the inspection. The class representative office must have a record. However, the relevant person's group is reduced by 2 points. The teacher in charge of the class conducts a spot check on the work of the class representative. If there is a class representing the phenomenon of cover-up, the class representative will reduce the score by 5 points.
4. The total score is the responsibility of the squad leader. The total score of the week is announced every Monday, and the result is on the wall.
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