Experience in group activities

Part 1: The group activities experience the essay

In line with the principle of implementing the national education policy and implementing quality education, students are able to acquire knowledge and skills, develop intelligence, and form personal morality, so that our art interest group can be smoothly opened. Its main goal is to carry out aesthetic education for students, cultivate students' healthy and correct aesthetic concepts, have noble ideological sentiments, and become a fully developed social talent. In order to achieve this goal, we pay attention to cultivating students' comprehensive art quality in each activity, that is, cultivating their ability to feel beauty, understand beauty, appreciate beauty and create virtue, and exert their creativity in the process of expressing virtue. Practice has proved that children like this kind of activity and parents are satisfied with this method of education.
The teaching work of one semester is coming to an end. Looking back at the activities of the art group during this semester, although it has achieved certain results, there are some shortcomings. In order to better carry out interest groups in the next semester, we will summarize the activities of this semester as follows, so that we can make up for each other in the future and improve.
1. Regularly organize students to carry out painting and calligraphy training
In order to cultivate students' sentiment, enrich students' extracurricular cultural activities and guide students to fully utilize their hobbies and interests. At the beginning of the semester, the art interest group began its activities after reconstitution.
Each pair of Zhouli will carry out interest group activities in the seventh class on Friday. Two teachers are responsible for 28 students. Each time there is training content, the students will enjoy the excellent art works and the basis of sketching and color painting. Basic training in knowledge and basic skills. Because students have certain artistic interests, some students still have a certain foundation. Some basic techniques have been initially touched, so teachers adopt teaching methods and means from simple to complex, step by layer, demonstration guidance, etc. Under the careful guidance, the students' painting level and production level have been further improved.
Second, adopt various methods to promote excellence and inspire students' enthusiasm for learning.
In order to improve the enthusiasm of the students, and to let more students understand and participate in the interest group, we make full use of various methods to display the paintings and calligraphy in various activities of the school, and organize students to participate in various levels of superiors. Various painting and calligraphy competitions organized by the department allow students to learn skills and exercise with other painting and calligraphy enthusiasts. Classmates with outstanding performances give us praise and rewards to achieve the goal of promoting excellence. It is precisely because of this that students' enthusiasm for training is increasing. Knowledge and skills have been further improved due to the hard training of the students.
Third, the results achieved
One of the rewards, many of the students' works were exhibited on campus many times. In addition, this semester also organized students to participate in the National Chinese Painting and Calligraphy Competition. After careful coaching, 20 students participated in the competition. Moreover, when the school held a parent meeting, the students' work was well received by the parents and widely praised.
Of course, there are still some shortcomings in the work of this semester, such as the lack of knowledge, the students' performance on the spot is not good. In the next semester's work, we will continue to work hard to achieve greater results.

Chapter 2:

Recently, the term “group cooperative learning” has been widely applied. It seems to be a learning style that can adapt to any subject, and it is a popular and effective learning method that can promote students' active participation in the learning process. The reason for this is that group cooperative learning does have its own advantages.
For example, the purpose of group learning is to allow each student to actively participate in learning within a limited time, so that students can develop confidence in self-learning and develop good habits to form an effective learning strategy. I think that the biggest advantage of group learning is that it fosters the cooperative spirit of the students, so that they learn to cooperate with others and have the ability to cooperate to complete problems. Cooperation is the basic form of human interaction. No development in human development is irrelevant to others. It is the unshirkable duty of the teacher to cultivate the ability of students to cooperate with others. After the grouping, members of any group have the responsibility to master the teaching content. Only the enthusiasm of each member is mobilized, and students can help each other and cooperate with each other. For example, our comprehensive practical activity class requires a large amount of actual data. Such a large workload cannot be achieved by one's strength. Only grouping, each taking responsibility, and sharing and sharing results can achieve a win-win situation. The significance of this cooperation far exceeds the learning itself. In addition, group cooperative learning can fully mobilize students' enthusiasm for learning, so that every student has the opportunity to actively learn and innovate. Due to the students' victorious psychology and collective sense of honor, they are spontaneously and actively completed after being assigned to the task. During this period, students have always been in a proactive and positive attitude, which has turned students into passive learners, active learners, researchers, and participants, and thus has a strong desire to "learn." Group cooperative learning provides them with a space for independent thinking and problem solving, and more reflects the student's subject status.
Although there are many advantages in group cooperative learning, there are always some problems in the actual application process. If we can't deal with it in time, finding a countermeasure will inevitably affect the teaching effect and even have a negative impact.
For example, our students' learning ability is uneven. In this way, the learning level in a group is bound to be uneven. Students with high learning levels have more opportunities to speak. Some students with low learning levels are afraid to express their opinions easily. Let the students laugh at the students. In the long run, the development of students will be extremely unbalanced. There will be a gap between the rich and the poor in the society, and it will become bigger and bigger, and gradually become tired of learning. Other students will have blind obedience, superstitious students who study well, and believe that his analysis of good academic performance is definitely right, and people are clouded. Another. Due to the widespread popularity of group teaching, many teachers regard it as an indispensable teaching link for each lesson. They need to discuss whether they need it or not, and unilaterally pursue a lively classroom atmosphere. Some students who are not self-discipline take the opportunity to play and do not develop. The good habit of thinking about the brain has learned the ups and downs of the classroom, which reduces the students' interest in the discussion and affects the depth of the students' thinking. Time will have a negative impact on the development of students, and it is difficult to cultivate their ability to think independently about innovation. If we lose the original intention of group learning, we originally thought that "1+1" is greater than 2, and the above problems have arisen. Our group cooperative learning is in the form and is superficial.
Therefore, group cooperative learning has both advantages and disadvantages. How to use this emerging form of learning to create optimal learning effects, so that our teachers should be the most concerned.

Part 3: Group Cooperative Learning Experience

Group cooperative learning is a learning method advocated by the new curriculum. How to carry out cooperative group learning more effectively is a new topic we face. In the classroom teaching, teachers must seize the opportunity, be a good "director", and let students be good "actors." At the same time, teachers should pay attention to integrating various resources and organizing group cooperative learning. In the early 19th century, some American scholars began to study cooperative learning and applied it to practice. The Chicago Experimental School founded by Dewey used group cooperation learning. The "New Curriculum Standards" pointed out that hands-on practice, independent exploration and cooperation and exchange are important ways for students to learn. The so-called group cooperative learning refers to the process of hands-on practice, independent exploration and cooperation and exchange in order to complete common tasks in the group or team. It is a mutual aid learning with clear division of responsibilities. The main feature of group cooperative learning is to discuss solutions to a problem in the form of discussion. Students should listen, communicate, collaborate and share in the discussion. Group-based cooperative learning is generally conducted in groups of 4-6 people. Students in the same class are grouped into a number of optimal "same group heterogeneity, group-to-group homology" cooperative learning groups based on differences in performance, ability, and personality. It emphasizes the experience, participation and cooperation of students' learning, which is a typical learning method. In the basic concept of the New Curriculum Standards and the implementation of the curriculum, group cooperative learning has become an important concept. Therefore, in the process of mathematics classroom teaching, we advocate the return of the initiative to the students, as much as possible to provide students with the opportunity of independent inquiry, cooperative learning, independent access to new knowledge, as much as possible for students to experience the success, exploration and Discovery of happiness. Nowadays, the vast number of teachers are trying to use this new teaching concept, how to carry out group cooperative learning more effectively, and now talk about some of my practices in combination with the usual lectures and their own teaching experience.
First, optimize the combination and prepare for "cooperation"
In mathematics learning, how can the combination of team members achieve cohesion and promote together? The famous Soviet psychologist Vygotsky defined the child's recent development zone as: the level of actual development determined by independent problem-solving and the potential level of development as determined by adult-directed or more capable peers. The distance between them. In his view, the cooperative activities between children can promote growth because the operations in the recent development zones between children of similar age show higher levels of behavior than when they are alone. A long-term study of peer-to-peer interactions has found that both academics and educated people can benefit from academic achievement. It can be seen that group cooperation usually adopts heterogeneous grouping with its scientific nature. In practice teaching, under the principle of respecting students' willingness, I try to make the members of each group maintain reasonable differences in gender, personality, personality characteristics, academic performance and other aspects, highlighting its heterogeneity. Each group consists of 6 people. Each group consists of 2 top students, 2 middle students, and 2 students with learning difficulties. They are allowed to participate, learn from each other, and discuss cooperation. After a reasonable and optimal reorganization of the study group, the study group democratically recommended a student with strong organizational ability and good foundation as the group leader. In addition, there are different roles in each group, such as recorders, informants, auditors, reporters, etc. Unscheduled exchange of roles ensures the active participation of each student. The teamwork is to achieve a balance, no significant differences, and easy competition. And ask the members of each group to be friendly, honest, and democratic. In the form of group cooperation, under the guidance of teachers, the learning tasks are completed through the exploration and mutual assistance activities of the students in the group.
Second, clear tasks, use "cooperation"
Before the group cooperates, the teacher should guide the students to ask questions, because "presenting the problem" is the first step of cooperative learning. Then teachers and students work together to sort out and integrate problems. For example, when teaching the volume of Cone, I integrated three questions with the students: "How to find the volume of the cone?" "What does it have to do with the volume of the cylinder?" "How do you get the volume formula?" "Then, ask the students to freely choose the one they want to solve most, then ask the students who choose the same problem to form a study group and go to the designated place to select a temporary leader. In this way, it not only gives students a clear learning task, but also gives them a free space for content selection and activities, so that students can understand how to learn and get twice the result with half the effort.
Third, seize the opportunity to experience "cooperation"
Cooperative learning should be combined with the actual level of students and teachers and the characteristics of the teaching content, and should not be abused. Because not all content of teaching content is suitable for cooperative learning. For example, simple learning content allows students to learn independently and solve problems quickly; while complex knowledge content requires instructors to elaborate, so the determination of cooperation content requires careful consideration by each of our teachers. In general, the focus of the problem should be more collaborative learning. The “key question” refers to the close relationship between the formation and development of students' mathematical literacy, including the understanding of relevant concepts, the grasp of the solution methods and the laws of applying mathematics. For example, when teaching "Proportional Meaning", when I studied Example 1, I made the self-study 2", let the students start the competition in group cooperation, which is the most creative and more creative than the group. After a collaborative discussion, the students came to the conclusion: “There are two kinds of related quantities in the first place; the second ones are one quantity expansion and the other quantity is also expanding, one quantity is reduced, the other quantity is also shrinking; Third, their ratio is certain. "Cooperative learning can focus on the wisdom of everyone, and is conducive to the solution of problems and the cultivation of students' team spirit.
Third, evaluate incentives and extend "cooperation"
Positive evaluation will continuously enhance students' awareness of participating in cooperation, and will also enable students to continue to be successful. Therefore, the rational use of team members' mutual evaluation and self-evaluation is particularly effective in protecting students' enthusiasm for learning and enhancing their self-confidence in learning. At the same time, the correct evaluation and evaluation are also the basic qualities that students must have in the future. The evaluation can be individual evaluation, group evaluation, and teacher evaluation. The content of the evaluation includes behavioral performance, enthusiasm, participation, and changes in students' emotions, attitudes, and abilities during the group's activities. Rewards are good for motivating students to do their best to do it. The rewards are varied. Oral praise, applause, and the honorary title of the group can be used. Through rewards, students are made aware of what behaviors are valuable and can be recognized. Students are encouraged to demonstrate their talents as much as possible, develop their potential, and work hard to achieve common learning goals, thereby fostering students' sense of cooperation and improvement. Cooperative skills.
However, group cooperative learning is not the omnipotent key. We need to continuously research and continuously explore ways and methods of effective cooperative learning to realize the transformation of learning style and promote the continuous development of students.

Chapter 4:

Teacher Xia told me to let me make a statement at the class teacher's forum, saying that the content of each interest group activity and the method of activities will be different. It is more difficult to find the commonality of them. Each teacher will accumulate his own methods in the process of guiding the interest group activities, and there is no comparability. So let me talk about my own experience in the science and technology interest group training activities.
1. Get in touch with your peers and get the latest knowledge and information.
We all know that if you really want to bring up an interest group, you will spend a lot of time and energy. But sometimes input and output are not directly proportional. In addition to strengthening student training, and constantly exploring and innovating, we must not blindly build cars. For example, in this Mind Olympics competition, as with the music group, I also started preparing for the summer vacation, but my preparations were done by myself. In order to collect materials, I went to the commercial city. . The most important thing is that from the beginning, I studied the method of production with the teacher of the Golden Church in Zhaohui, focusing on the thinking of two people. The reason why I cooperate with Mr. Huang from Zhaohui Guozhong is because there is no competition between us and we can analyze without reservation. In order to be the ship, I also invited Mr. Shi Zemin from the youth activities in Hangzhou to give guidance. So I think that many times things can be done by one person without relying on their own wisdom. If necessary, you can still ask some to be stronger than yourself, or even an expert to guide. Of course, expert guidance can sometimes be used as a reference only. Just like the instruction of Teacher Shi Zemin from the Hangzhou Youth Activity Center I mentioned earlier, I have only referred to some of his opinions. I feel that it is unreasonable and I will not need it.
2, the training work has a level, the game tactics are reasonable.
The science and technology competition may not be the same as other competitions. If you want to find a similar one, then I think it is a sports competition. There are a lot of content, all of them are competitive. One is to find an unpopular, and the other is to talk about tactics. There are eight major competitions in the science and technology competition every two years, and each school can choose four of them. For example, the smart robot competition and the brain Olympic competition are cold type. It is possible to avoid some schools to use a large number of students to carry out sea battles and luck battles. However, with the development of science and technology competitions in Xiaoshan District, there have been 12 years since 1997, and these unpopular projects are now not upset. For the smart robot competition, it has been held for four times from the beginning to the present. The first three sessions are the ones I brought with the group, but after we arrived in Galaxy last year, we only got a group second. After the game, I Self-analysis can't find out the reasons for it, and it's one of them. Speaking tactics means that the students are properly placed in your team according to the requirements of the competition and the classification of the project. For example, the radio direction finding competition simply states that it can be divided into three projects, which requires you to focus on the direction of his development according to the ability and level of the students. It is also very small when you report to the game list, because it can determine the order of the students in the field. To some extent, we know that the game is the first to lose, but the radio game is the first. More than a loss. This is the same reason we usually say that eating fish and eating in the middle is the same.
3. Combine the new curriculum and use the inquiry mode to improve the training effectiveness.
In 2008, when I entered the Galaxy, I never took a science class, and I didn't know what inquiry teaching was. In the first year of school, several German and Italian students made me a headache. I thought that there was no improvement other than bringing a few interest groups. But from entering the new school to the present, I have already felt different. Now I am willing to spend more time preparing for teaching. It is also becoming more and more aware of the importance of scientific inquiry in this subject. Therefore, I think that scientific inquiry should also be an important aspect of our interest group's training improvement. Many projects can carry out inquiry activities, such as OM, electronic spelt, radio, robots and so on. Not only can the effectiveness of interest group training be improved, but more importantly, it can enhance the enthusiasm of students for their interest activities. At present, the interest groups I am bringing now are also working hard in this regard.
4. Participate in some activities outside, which is very helpful for improving your knowledge and training ability.
In 1999, for the first time, he took students to Changsha, Hunan to participate in the national radio direction finding competition. In 2002, I followed the leaders of the Education Bureau and spent a week specializing in the schools of Shanghai Chongming to inspect the brain Olympics project. After returning, I gave a presentation at the opening ceremony of the first Science and Technology Festival. In 2004, I went to Jiangsu Fortress Middle School to inspect the construction of their school science and technology museum. In 2006, he went to Guangzhou to participate in national radio direction finding training. The CEOs of several robot companies in Hangzhou are also familiar. I am now a member of the provincial amateur radio station. If there are some radio competitions in the province, the secretary general of the provincial association will inevitably ask us for help. I am not here to show off how many times I have gone out and how far I have gone. It means that such an activity can be seen farther than others in the matter of being a technology interest group, and thinking can be played more openly. If you have such an opportunity to see and see, I suggest you not to miss it, and I hope that the leaders will create more opportunities for everyone.
5. Build a team of continuous and harmonious interest groups
The more times a student participates in an interest group activity, the better the results will be. The students who participated in the competition for the first time in many schools or many interest groups did not gain anything. There is no shortage of teachers' training and team experience, but it also reflects the importance of echelon construction of interest groups. In order to prevent the chain of interest groups from falling out, we can select some students with strong hands-on ability to join the third grade every year. Senior students will take them first, and when they have certain skills, they will bring new students to the same grade. Of course, this is my ideal way of building an interest group. However, due to the large number of competitions in our competition, the scientific group and other teaching and research groups in the school are also the weakest subject. There are so many reasons that my idea has not been able to start. Some technology activities, like vehicle models, sometimes cost parents a certain amount of money. Most parents of students can accept. Some excellent home economic bases are not very good students. I hope that the school can fully subsidize him to participate, so that students are not allowed to be stuck in science and technology activities because of economic problems.
6. The development of interest groups depends on the construction of campus culture.
The development of current interest groups often only stays at the "individual" level. This "individual" refers to students and also teachers. The best way for our school to do now is to build a “scholar culture”. Each class has a unified bookcase. This kind of atmosphere will not only affect the students, but also the teachers. The Kanshan Elementary School is a traditional school for radio direction finding. Their school has a radio direction finding club. Almost every teacher will have a radio direction finding, and they will regularly organize teachers to go outside to conduct direction finding activities. With such an atmosphere, He Wei does not have a good interest group. In terms of the science and technology of our school, we should also upgrade to the level of promoting the popularization of science and technology. We can use science education activities as a topic to form a series of activities with themes and characteristics. Make full use of specific festivals such as Arbor Day, Love Bird Week, World Environment Day, and Science and Technology Festival to carry out large-scale scientific and technological activities throughout the school. Combine with the characteristics of "School Culture" and other school features, carry out the "Six One" activities of science and technology, that is, read a popular science book, watch a popular science film, visit a science and technology exhibition, participate in a science and technology competition and activities, and complete a small science and technology production. Write a small paper on science and technology. The educational goal of achieving universalization of activities, diversification of projects, and socialization of effects also lays the foundation for the activities of our interest groups and delivers talents.

Chapter 5:

Time flies, and the end of the semester is over. In order to train students' hands-on and body coordination skills, master the skills to better integrate into society in the future. A total of eight interest groups were created during the semester: basketball, track and field, weaving, embroidery, paper-cutting, rhythm, computer, and calligraphy. The teachers who served as interest groups were Sun Hui, Liu Chaohong, Yan Changzheng, Zhang Yunlan, Zhang Chunxiang, Wang Chunhong, Chen Jian, and eight teachers in Manyuanyuan.
From the beginning of this semester, I took over the management of the interest group of the school. Since I was doing this for the first time, I need to carefully summarize the work of this semester in order to develop strengths and avoid weaknesses and better carry out the interest group activities of the school. The management of this semester is summarized as follows:
First, develop various team plans and hand in hand in time.
On the basis of determining the personnel and grouping, a detailed interest group activity plan is prepared at the beginning of the school year, and submitted to the inspection and counted into the teaching management points.
Second, hold a group counselor meeting
In the third week, an interest group meeting was held to emphasize the objectives and tasks of the semester and to solicit the opinions of the teachers, to give good advice on how to get good instruction, and to make recommendations on the requirements of the school. And signed a classroom teaching safety responsibility book with the teachers.
Third, strengthen regular management
Each semester's interest class must be checked at each section. The teaching content, teaching attitude, and routine management are recorded and included in the teaching routine compliance assessment. Teachers who violate the teaching rules will be deducted, and each violation will be deducted by 0.5 points.
Fourth, the inspection of the class record
Each tutor, carefully record the activities of the interest group, add points to the records, and do not deduct points carefully. The records have been collected and found that the Rhythm Group records the most serious and detailed.
V. Evaluation of the work
During the semester, the students' work will be reviewed and reviewed in a timely manner. It will be divided into the mid-term and the end of the period. The organization will teach the number and quality of each group. Encourage and praise the outstanding teachers. Try to open a second class work fair every semester. And do a good job in publicity work in a timely manner to improve the visibility of our school.
It has a shortpart:
1. During the inspection, it was found that some groups were not in place in time, and the teachers did not attend the class in time, which caused the students not to be in place in time. This must remind the teachers of the next semester.
2, teachers must have a strict planning, solid and effective training of students in various skills.
3. The school should provide students with a platform to showcase their results so that the students' results can be recognized by the school leaders.
Only by constantly rethinking the work can we have more gains.