How to make cooperative learning from form to substance

I found a sports-related, you can refer to:

A, the implementation of "inquiry, independent, cooperative" learning conditions

1. rich implementation of "inquiry, independent, cooperative" learning skills of teachers

The implementation of "inquiry, independent, cooperative" learning skills

"Inquiry, independent, cooperative" learning is good, but if the implementation of the teacher is not skilled in "inquiry, independent, cooperative" learning skills

"Inquiry, independent, cooperative" learning is good, but if the implementation of the teacher does not master "inquiry, independent, cooperative" learning needs a variety of theoretical knowledge and practical ability, not really grasp the "inquiry, independent, cooperative" learning, "inquiry, independent, cooperative" learning, "independent, cooperative" learning, "independent, cooperative" learning, "independent, cooperative" learning, "independent, cooperative" learning, "independent, cooperative" learning and "cooperative" learning. "Inquiry, independent, cooperative" learning essence, will not achieve the expected teaching results. In the implementation of the new curriculum, cultivate students "inquiry, independent, cooperative" learning has become a measure of a teacher's teaching concepts, behavioral changes in an important indicator, in this situation, not familiar with the "inquiry, independent, cooperative" learning teacher if the In this situation, teachers who are not familiar with "inquiry, independent and cooperative" learning, if they are reluctant to do so, will inevitably appear formalism and performative physical education. Therefore, as a responsible physical education teacher, should pay attention to the study of new ideas in education, and constantly improve the ability to guide students "inquiry, independent, cooperative" learning.

2. Clarify the object of "inquiry, independent and cooperative" learning

The implementation of "inquiry, independent and cooperative" learning depends on whether the method is in line with the characteristics of the students being used, and whether it is helpful to the students' learning, so it is necessary to clarify the object of "inquiry, independent and cooperative" learning. It is important to clarify the object of "inquiry, independent, cooperative" learning. Independent learning applies to master certain basic skills, clear learning content, there is a certain degree of self-control students; cooperative learning applies to independent learning and has formed a certain collective consciousness and good communication students; inquiry learning applies to a certain knowledge base, there is a certain discovery and summarize the problem ability of students. So in order to make "inquiry, independent, cooperative" learning to achieve "substantial" effect, the teaching must pay attention to cultivate students to adapt to the learning mode of various abilities.

3. The correct use of "inquiry, independent, cooperative" learning applicable teaching content

Any learning mode is not universal, have their own applicable teaching content. "Inquiry, independent, cooperative" learning applicable teaching content: independent learning applies to not too difficult, practice-based, relatively safe teaching content; cooperative learning applies to collective projects, or requires two or more people, or a certain depth of individual projects teaching content; inquiry learning applies to a typical meaning, inquiry learning applies to the teaching content with typical significance and a certain depth of learning (usually with a series of questions). Therefore, teachers should be based on a careful analysis of the teaching materials, according to the characteristics of the teaching content, appropriate use.

Second, "inquiry, independent, cooperative" learning steps

1. "Independent" learning of the basic steps

First step, before the class, in the class independent learning. Students ask questions based on the content of the next lesson introduced by the teacher in the previous lesson, and then consult related materials (textbooks, images, the Internet, etc.) to get a sense of what they are going to learn.

The second step is to communicate, discuss and check the revision. Communicate with the teacher, discuss with classmates, repair their own perception of the problem, preliminary mastery of the learning content.

The third step, independent practice. The content of independent practice, until mastery.

2. The basic steps of "independent inquiry" learning

The first step is the selection of inquiry questions. The characteristics of the physical education subject determine that the acquisition of sports skills and tactics in the combination of the use of inquiry, in order to improve the efficiency of teaching, reduce the blindness of the selection of the problem, conducive to the completion of the task of inquiry, the selection of the problem is usually decided by the teacher according to the needs of teaching, the performance of students in independent study and student discussion.

The second step, independent experience, explore the answer. Through processing and analyzing the information, experience firsthand the correctness or incorrectness of their own inquiry and draw conclusions. In this process, the teacher in control of the classroom order under the premise of in-depth to the students in the inquiry, to collect the students in the inquiry is worth advocating and need to be corrected information, the inquiry in the discrepancy between the students should be timely to give a point of enlightenment.

The third step, the exchange of evaluation. Students in front of the teacher, classmates to show their own results, at the same time in the self-assessment and teachers, the evaluation of classmates, to examine their own shortcomings, exercise and teachers, classmates, the ability to communicate.

Fourth step, help consolidate. Repeated practice and reinforcement of movement techniques are the characteristics of physical education. Generally speaking, it is not possible for a physical education teacher to take care of every student in the classroom. Therefore, on the basis of the exchange of evaluation, through the "student-student pairs" "master, apprentice" and other ways to help teach practice, during which the teacher can have time to inspect the practice of guidance, focused on teaching according to ability.

3. The basic steps of "cooperative inquiry" learning

The first step is that the teacher creates a situation and raises questions. Teachers, based on the information gathered during the students' study, put forward the problems that the students want to solve through cooperative inquiry.

The second step, grouping. Physical education classroom teaching in the team, row surface "random" combination of grouping, that is, the same row or front and back rows for a group. Reasonable grouping method should be heterogeneous grouping method - heterogeneous group, homogeneous group. This grouping is conducive to intra-group cooperation, inter-group competition. (It is necessary to point out that each cooperative learning do not need to do a special arrangement, grouping in a certain period of time should have continuity, should not be done each time the cooperative learning change)

The third step, discussion, inquiry, verification, and the results of the group. First of all, the discussion within the group to exchange their own conclusions in the independent study and try to come up with group results that need to be verified; then, hands-on brain try group results, explore the best answer. Teachers in this process to patrol, give the necessary questioning and pointing, at this time the identity of the teacher should be diversified, that is, it can be a guide, but also can be an inquirer, and more should be a collaborator.

The fourth step, the group as a unit, show the exchange of answers. At this time, the teacher is the organizer, guide, inspire, guide students to add, argue.

The fifth step, the teacher summarizes. Analyze the process of inquiry, point out the advantages and disadvantages, demonstration and explanation of technical movement difficulties and key points, and corresponding rewards and encouragement.

Sixth step, the use of classroom or after-school time, independent or cooperative practice, application of learning content. Students practice according to the teacher's summary and explanation demonstration until they correctly grasp the learning content and can skillfully apply it.

Case: The use of "inquiry, independent and cooperative" learning in the teaching of five-step boxing (***3 hours, 45 minutes/hour)

Learning Objectives:

1. To master the use of various basic movements (such as punching, stepping, kicking);

2. To improve the quality of the teaching of five-step boxing. Coordination of basic movements such as boxing, footwork and kicking;

3. To develop the ability of "inquiry, independent and cooperative" learning.

Learning content: five-step boxing

Steps of implementation:

1. Students learn the movements of five-step boxing independently according to the diagrams (the premise is that students have mastered the various basic movements of wushu and have the ability to correctly identify the diagrams), the teaching steps are the same as the basic steps of "independent" learning (1 class period). The teaching steps are the same as the basic steps of "independent" learning (1 lesson).

2. According to the students' mastery of the problem - how to use in real life? Teaching steps with the basic steps of "independent inquiry" learning (0.5 hours).

3. According to the answer of students' independent inquiry, put forward the question - group practice sparring (emphasizing the safety matters to be noted in the practice sparring), according to the content of the study to create new routines (1.5 hours).

Teaching steps:

1. Teacher puts forward the learning objectives: skillful sparring and dismantling drills, creating a new set of coherent movements.

2. Groups of pairs of exercises, observation and comprehension of the movement.

3. Discuss and analyze: find out the reasons that affect the effect of the group's exercise, including personal skills, peer collaboration and cooperation. Arrange for the students with good skills to help the students with poor skills to improve their skills.

4. Discuss and determine the new routines created by the group, and may ask the teacher to help guide them; practice the new routines created by the group.

5. Competition between groups to create new routines, teachers and students to evaluate; teacher summary, advocate good and bad.

6. According to the feedback of the inter-group competition, we will arrange a reasonable order and method of rehearsal, and practice again.

In summary, in the actual sports teaching situation, if the spirit of making full use of the "inquiry, independent, cooperative" learning advantages, to promote the principle of comprehensive development of students, "inquiry, independent, cooperative" relationship should be: first of all to encourage Students to learn the content of independent study; if the process of independent study questions, to encourage individual inquiry learning; if individual inquiry is not enough to solve the problem, to carry out cooperative inquiry learning, until the problem is solved.

Three, the implementation of "inquiry, independent, cooperative" learning should pay attention to the problem

1. Clearly the relationship between traditional physical education and "inquiry, independent, cooperative" learning

Cultivating students "Inquiry, independent, cooperative" learning is mainly for the past "to the teaching of sports skills as the center of" teaching some of the complementary and repair, is to make up for the traditional teaching of neglect of students' individual differences, ignoring the understanding of sports knowledge, ignoring the students to communicate with each other and other shortcomings of the traditional teaching. It is to make up for the disadvantages of traditional teaching, such as neglecting students' individual differences, neglecting the understanding of sports knowledge, neglecting students' mutual exchanges, etc. It is to improve students' self-control, cooperativeness, inquisitiveness and innovativeness in learning as the main goal. Therefore, in physical education teaching can not be "inquiry, independent, cooperative" learning instead of "traditional physical education", on this basis, through our reform of the different ways of good integration, in order to effectively improve the overall level of physical education.

2. Clarifying the relationship between freedom and responsibility

Teachers are often worried about the impact of discipline on students' learning efficiency and results. In fact, discipline is one of the indicators of the excellent classroom atmosphere, if teachers do not delegate the power of learning and classroom management, not only is not conducive to the cultivation of students' sense of responsibility, but also not conducive to the implementation of "inquiry, independent, cooperative" learning. In the process of "inquiry, independent and cooperative learning", students' learning objectives, processes, methods, efforts, etc., are more often decided by the students themselves, so they should be responsible for their own behavior. Let students realize that this is conducive to the formation of the class "inquiry, independent, cooperative" learning atmosphere, helping students to participate in the learning process, more so that the teacher's teaching is targeted and effective.

3. Clearly "put - learning" and "collect - teaching" relationship

"Inquiry, independent, cooperative" learning the leading idea is to put students "put - learning", put is not to let go, but orderly, legal, regulated put, in the process of putting should pay attention to the effectiveness, to avoid blindness, to be Give full play to the main role of students in the process of learning knowledge and receiving education, and ultimately achieve certain learning objectives. But play the main role of students is not to weaken or cancel the leading role of teachers, but through the teacher's "collection - teaching", well-organized and inspired to guide students to acquire knowledge. From the point of view of the teaching process, the collection is to solve most of the students' problems, at this time, the teacher should be good at observing, clear why the collection, pay attention to the timing of the collection.

4. With the development of the point of view of "inquiry, independent, cooperative" learning

Teachers in the new teaching methods for active exploration, try behind, but also need to calmly think about - students from the "I want to learn" into "I want to learn" is a "learning habits" dynamic process, is the result of long-term accumulation rather than overnight. Therefore, it can be said that "inquiry, autonomy, cooperation" is both the goal of teaching and learning means, which requires teachers to have patience in teaching, to spend more time than traditional teaching, guiding students to internalize "inquiry, autonomy, cooperation" learning, so that it becomes an automatic learning habit. Automatic learning habits, really make sports teaching from "form" to "substance".