How to deal with the relationship between group cooperative learning and traditional teaching

First, some problems in group cooperative learning and their reasons:

1. Group activities emphasize form and lack substantive cooperation.

Cooperative learning is not simply to divide students into several groups, and it cannot stay in the superficial form of group cooperative learning. We can't cooperate to enliven the classroom atmosphere, but solve the learning that we can't solve, so we can only cooperate with our classmates. I have listened to a group cooperative learning class on "Preliminary Understanding of Triangle". The teaching content is to find the knowledge points with the sum of the three internal angles of the triangle as 180 degrees through cooperative learning. The teacher gave each group some triangular pieces of paper with different shapes and sizes. After students get the pieces of paper, some fold them, some draw pictures, some cut them out, and then start reporting after drawing a conclusion in one way. On the surface, the classroom atmosphere is very warm, but there is little communication between groups, which basically stays at the level of autonomous learning. Without real discussion and cooperation, the advantages of group cooperation have not been brought into play. The learning results can't fully represent the level of the group. There are two reasons for this. First, junior students' self-management ability is poor, and they have not yet formed the consciousness and ability of cooperative learning. The teacher didn't remind and guide each group of students to discuss and communicate with each other in time. Second, the teacher did not put forward clear requirements, and the students only stayed at the level of drawing conclusions with one method, and did not find more methods through collective strength.

2. Students' participation is unbalanced.

When attending classes and watching video lessons, I feel that group cooperative learning does increase the opportunities for students to participate, but the degree of students' participation is uneven. Often good students have more opportunities to participate, and they play the role of teachers. The group is just a stage for good students to perform, and there is no interaction between students. Other students are just bystanders and listeners, who often get information directly from good students and have no chance to think independently, which makes students with learning difficulties get less benefits from group cooperative learning than classroom teaching. Any teacher who has listened to the open class will find that the discussion in group learning is very enthusiastic, but after listening carefully, one or two leaders in each group are speaking, and it is even more incumbent when reporting. There are many reasons for this phenomenon, mainly including the following aspects: for example, teachers are under great pressure to attend open classes, afraid of affecting the teaching effect or delaying time, and dare not let students with difficulties speak too much; Teachers only pay attention to the ideas of each group and don't care about the learning situation of individual members, thinking that good students can represent their groups; Teachers' guidance and supervision of the group is not enough, and the division of labor among the group members is not clear.

3. The cooperation between students is not active enough.

In the process of group cooperative learning, students should form a good mutual assistance and interaction relationship. However, in some groups, students do not discuss with each other, but fight on their own, and will not listen, cooperate or share. This will affect the smooth development of cooperative learning and deviate from the purpose of cooperative learning. A teacher had a group cooperative learning class on "Preliminary Understanding of Long Cubes". The teaching task is to understand the characteristics of edges, faces and vertices of cuboids and cubes through cooperative operation. The teacher distributed 36 edges and 24 vertices of different colors and lengths to each group of students. The teacher's original intention is that each group of students divide 36 edges into three parts with different lengths through observation and comparison, and assemble them into a cube, an ordinary cuboid and a cuboid with two opposite faces that are square. However, after students get the learning tools, they rush in and assemble whatever they grab. As a result, no team completed the task within the specified time. The teacher had to guide the students back. There are two main reasons for this situation: first, most students are only children now, and some of them are selfish, self-reliant and competitive. Second, the teacher just tried cooperative learning and didn't give enough guidance to the students. Students are unfamiliar with the process of cooperative learning and have not developed the habit of cooperative learning.

4, the focus is not clear, and the teaching task cannot be completed.

Teachers' understanding and design of the key contents of textbooks is a very important factor affecting cooperative learning. In order to achieve the teaching objectives, teachers should study the teaching materials carefully, make clear the teaching emphases, difficulties and teaching objectives, and carefully design teaching methods. A teacher appeared such a problem in the class of "the volume of a cone". This is a fitness class. The content of this lesson is to calculate the volume of a small pile of sand through cooperative measurement after mastering the calculation formula of cone volume. Some sand is piled on the flat glass, some on the simulated inner corner, and some on the simulated outer wall. The design intention of the textbook is to skillfully apply the cone volume formula to solve practical problems in life and calculate the volume of sand piles of various shapes according to known data. In practical teaching, firstly, students are so excited to see the sand that they forget the task they want to complete when playing. Second, sand has no fixed shape and is not easy to measure. Third, the measurement data may be inconvenient to calculate. As a result, more than half of this class was spent on noisy measurement and debate. As soon as the lecturer saw that there was not enough time, he hurriedly ended cooperative learning and entered the next teaching session. In fact, this is because the teacher did not correctly understand the arrangement intention and key points of the textbook, did not design the classroom teaching process well, and did not explain clearly to the students what the requirements and purposes of cooperation are. In this lesson, it is secondary to obtain measurement data through hands-on operation. The key is to use the formula of cone volume flexibly, and through the collective efforts of students, find out the volumes of semi-cone and quarter-cone.

5. How to evaluate the collective and individual in group learning?

Whether it is lecture-based learning or inquiry-based learning based on group cooperation, it is based on the individual development of students and takes the individual development of students as the ultimate goal. The result of learning is to increase personal knowledge and experience, improve various problem-solving abilities, and diversify and rationalize methods and means. Then, when evaluating students in group cooperative learning, we should not blindly take the group achievement as the evaluation standard, which will obliterate students' individual achievements and is not conducive to mobilizing students' enthusiasm. At the same time, we are firmly opposed to evaluating a group by individual achievements, which will lead to the dependence of students with learning difficulties and the sense of superiority of top students, making them arrogant. How to evaluate the collective and individual is a difficult problem for teachers who participate in group cooperative teaching.