Staged summary of the experimental project of group cooperative learning awareness

First, the problem is raised

Practice has proved that the participation of individual behavior is not conducive to the development of students' high-level thinking ability. Only positive emotional experience and thinking communication can promote the improvement of students' overall quality. If they are not good at cooperating with others, they will exchange and integrate different knowledge. If it is improved and applied, it will not be able to adapt to the development requirements of the times. Nowadays, all areas of society are paying more and more attention to the spirit of cooperation, cooperation and cooperation. Cooperation is a more important ability than knowledge. It has become an important quality of contemporary people and is favored by everyone. With the deepening of teaching reform, classroom teaching advocates the learning mode of “independence, cooperation and inquiry”. Among them, group cooperative learning is the most widely used and most used learning method in classroom teaching . It is based on the cooperative learning group, interacting with various factors in the system utilization group, and using group performance as the evaluation standard to help each other promote each other. A form of learning organization that is jointly improved. Its purpose is to improve learning efficiency and cultivate students' good cooperation quality and study habits. However, most of the teachers have some problems in cooperative learning during the operation process: either gossip, or cold, or talk well and listen badly. From these problems, the students' group cooperative learning awareness is weak. The group cooperative learning awareness is the premise and basis for group cooperative learning.

Second, the basic concept

"Cooperative learning" is a new learning method advocated by the new curriculum. It plays an active role in promoting emotional communication among students, helping each other, improving together, and exerting the initiative of students' learning. As a guide in classroom teaching . And implementers, we should consciously, purposefully, and methodically organize students to carry out effective group cooperative learning methods. Team members should have a strong sense of cooperation.

The research of this subject aims to establish a group-based cooperative learning to establish a clear goal consciousness, a strong sense of competition, a conscious subject consciousness, a collaborative team awareness, and a reasonable evaluation consciousness. Let the group unite and cooperate with each other under the guidance of their own goals, and urge each other to improve together.

Third, the basic principles of research:

1. The principle of autonomy: Throughout the experiment, teachers should adopt a variety of methods to mobilize students' subjective initiative. Under the guidance of the teachers, encourage students to let go of their hands and feet, discuss boldly, question in their interactions, and make progress together in cooperation.

2. Encouraging principle: In the teaching or interaction with the students, teachers should implement the principle of encouragement as much as possible, and guide each student to realize that everyone has great potential and a positive attitude can stimulate Potential. Encourage students to establish the belief that “I can do it” to stimulate the inner motivation of students.

3. The principle of integrity: In the evaluation, the group should be used as a unit to stimulate the formation of mutual help, cooperation and mutual supervision, so as to stimulate their enthusiasm for learning.

4. Affective principle: A positive emotional experience can be directly or indirectly transformed into human motivation and will, thereby improving people's cognitive efficiency. Therefore, in the experiment, it is necessary to strengthen the emotional exchange between the educators and the students, learners and learners, so that the teaching is emotional, making it the pillar and motivation to promote the subjective development and stimulate the group's independent learning. Third, the experimental practice

Fourth, the basic approach:

1. Strengthen theoretical study and raise awareness.

Lenin said: "Without the theory of revolution, there will be no revolutionary movement." Teaching experiment is a practical, scientific, creative, complex and subjective teaching practice. If there is no correct theoretical guidance. Will not succeed. Therefore, based on the experimental basis, we organize all mathematics teachers to study educational journals, newspapers and magazines and other related subject education and related theoretical publications to improve teachers' understanding of this research topic. Then I picked up four talented teachers to form an experimental group. The members of the experimental group participate in theoretical study and seminar activities every two weeks.

2. The individual differences of students are used as a positive educational resource, and the experimental classes implement dynamic group teaching .

In accordance with the principle of “heterogeneity within the group, homogeneity between groups”, students will be formed into study groups, each group of 4 people, each group of members in the main aspects of gender, interest, ability, learning level, family background, etc., to ensure that each group Differences and complementarities between members, fairness of reasonable competition between groups.

3. Focus the research on classroom teaching . For example, two experimental teachers took the same class and conducted comparative experiments. After class, work together, study, learn from each other, improve the quality of the experiment, carry out lectures, and evaluate activities. Every time after the class is organized, the teacher of the class will be taught first, and then the teacher of the experimental group will carry out the class evaluation activities according to the problems found in the lectures, solve the problems that are common in the classroom, and do everything in it. Until a more consistent opinion is obtained.

4. Flexibly use and build a new teaching model. The famous educator Suhomlinski said: "Church students can use the existing knowledge to acquire knowledge, which is the highest teaching skill." We believe that good mathematics teaching should be from the learner's Based on the life experience and the existing knowledge background, students are given the opportunity to fully engage in mathematics activities and exchanges in the mathematics, so that they can truly understand and master mathematics knowledge, ideas and methods in the process of self-exploration, and at the same time gain extensive experience in mathematics activities. To this end, we will conduct the most optimized teaching research combined with other teaching methods.

Fourth, the experimental results and experience

After nearly half a year of experimentation, the cultivation of group cooperative learning awareness has shown the following advantages:

1. Group cooperative learning is conducive to the development of students' social knowledge.

Interpersonal communication in the teaching process can help learn to correctly understand yourself and evaluate others, help to overcome self-centeredness, the experience of peers and the rules of communication between peers are more conducive to student acceptance, and can effectively cultivate students' norms. Awareness, sense of cooperation, sense of responsibility and a spirit of solidarity and cooperation, fostering gregarious, altruistic and social skills.

2. The development of group cooperative learning awareness is conducive to the multilateral mutual assistance of teaching , so that each student has the opportunity to participate in equal participation. Group-based collaborative learning increases the opportunities for individuals and individuals, individuals and groups, groups and groups, and students and teachers. Students have more opportunities to perform than traditional methods of teaching . Teach 3. Group-based collaborative learning helps to accommodate individual differences in students and enables each student to have a successful experience.

Group cooperative learning is an organic combination of group teaching group cooperative learning and individual guidance. It guides students' individual differences as a positive educational resource to make it possible for top students to “eat well” and middle school students to “eat well”. The layered effect of “eaten” is conducive to the development of students' individuality, so that every student can experience the joy of success.

4. Conducive to the improvement of teaching quality. Experiment half load, a little success. The excellent rate and passing rate of the experimental class test gradually increased, and the students' ability in calculation, operation, thinking, analysis, and problem solving were significantly improved.

This is only the starting point, and we will never stop there.

Of course, we also encountered many difficulties in the course of the experiment, such as: lack of guidance from experts or scientific professionals, the level of experiment is not very high; the lack of experimental staff, lack of sufficient research time, the teaching task of the experimental teacher is heavy, both Good experiments, but also to catch up with the teaching progress; there are too many classes, and there are fewer opportunities for communication between groups when teaching in small groups. We can face these difficulties. We are determined to overcome them. We believe that the next stage of the experiment will have the concern and support of the district and city leaders. The effect will be more significant and we will be able to make substantial progress.