“巧设参与活动方式”让小组合作学习更具活力 论文.docx

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1、The THESIS OF Xiuyuan Middle SchoolSkillfully designing the way of participating in activities* makes group cooperative learning more energeticSubject： EnglishName： Liu HuDate: March. 2021Absrtact: group cooperative learning overcomes the disadvantages of traditional teaching, integrates the cpeativ

2、e principle of social psychology into teaching, and emphasizes the promotion of interpersonal communication for cognitive development. The purpose of group cooperation is to let each group member get something from it. Let the group members understand the InCthOdS in the cpcrativc learning, let the

3、students Ieam from each other, form good learning habits, make the students experience the joy of success in learning, improve the awareness and ability of cooperation, and enhance scif-confidcncc.Key words: cooperative learning; COOPeratiVC teaching; full participation; mutual evaluationIn the book

4、 teacher challenge: peaceful classroom revolution, Professor Sato in Japan stated: there is a peaceful revolution in the classroom, which is to establish a learning community. This is not only the common aspiration of teachers, but also the challenge in classroom teaching, and the challenge to guara

5、ntee everyones right to study. The key words in this challenge are respect, trust, listening and symphony. Group cooperative learning overcomes the disadvantages of traditional teaching, integrates the cooperative principle of social psychology into teaching, and emphasizes the promotion function of

6、 interpersonal communication to cognitive development. The purpose of group cooperation is to let each group member get something from it. Bui at the same lime, we also find that there arc still many problems in the group teaching of Ideological and moral education at present.1 . Analysis on the dil

7、emma of group cooperative teaching in Ideological and moral class at the present stageFirst of all, a lot of Ideological and moral classes have arranged group cooperative learning to discuss a topic. There is a gratifying situation of teacher-student interaction and student student interaction in th

8、e class. The whole class is alive. However, after calm observation. We will find that some so-called group cpcrativc learning have only form but no effective content, and the specific teaching design docs not stimulate students cooperation The consciousness of learning. The group discussion seems to

9、 be lively, but in fact, the students do not really effectively cooperate to explore, and may even discuss topics unrelated to the classroom.Secondly, teachers can not H)bilizc students to actively participate in ClaSSIWm discuion in class, and students enthusiasm to solve various problems in class

10、and after class in the nane of group is greatly reduced; some groups lack necessary preparation before cooperative learning, so they rush to discuss, and the order of group cperation is disordered, and students have no center: some group COOPeratiVe learning problems and contents are too simple It l

11、acks the value of discussion, research and communication, students have nothing to do when they cperate. and group learning gradually loses its vitality.The way teachers skillfully set up students to paicipatc in activities is the premise and important guarantee for students to explore and efteciive

12、ly cooperate in learning independently. Group cooperative learning leaves the premise of independent exploration, such as floating grass on water, and can not be realized, therefore, in teaching, teachers should not only give students time and space to think independently and explore independently,

13、but also set up the way of participating in activities, create opportunities for group cooperation and exchange for students, so that students can form their understanding of knowledge in the process of independent exploration, gradually improve their ideas in cpcration and exchange with others, and

14、 give full play to the effectiveness of group COOPCrUIiVC learning.2 .Try to solve the dilemma of group cooperative learning by skilllly designing the way of students participation in activities.Teachers can solve the problem only by leaching each other. As Baloch said in the article cooperative cla

15、ssroom makes learning full of vitality, it is really helpful to be in a group, because there are some facts that one can never think of, but through cooperative learning and exchange of views, more understanding can be achieved When one student learns, he will teach another student. This kind of gro

16、up cooperative learning can realize the atmosphere of students mutual teaching, interaction and independent cooperative inquiry learning in the classroom.For example. 1 will first let students self-study within a strictly limited time in the self-study link of the study case guide, and mark out the

17、answers on the textbooks. After self-study, the team leader shall organize ihc nbcn of the group to teach each other. Because the composition of group members is based on the students achievements and learning consciousness, the poor students in teaching of superior students have the function of sup

18、ervising and urging (heir siudy, and can teach the Siudenis with diiculties in self-study quickly. Promote (he difference by excellence, so that each team member can make progress together. For example, the mutual inquiry link of the study case guide, the second volume of Grade 7. doing your own thi

19、ngs yourself* as an example:On independenceLearning to stand up:Self reliance in family life:The performance of self-reliance in school collective life:Self reliance in community life:Yesterday of gnawing the old people:Tomorrow of gnawing the old people:In these two -mutual aid and cooperation link

20、s. 1 first take the group as a unit, discuss and exchange in the group, and till in their respective speech records in the guidance plan, and remind the group leader to pay attention to the students who are not enthusiastic about participating in the group, and trj, to drive them to express InOrC an

21、d communicate more. At the end of the grwup cooperation and exchange session, the representatives of CaCh group leader made a speech to show the results of each group lo the whole class, which not only enriched and improved the answers, but also deepened the understanding of self-reliance knowledge

22、for students with low enthusiasm Ibr participation. In this class, the teaching focus of the significance of self-reliance is very solid, and in mutual cooperation, each student uses his own practice in life to feel the significance of self-reliance, and the education effect is Very good. The greate

23、st significance of cperation and mutual education lies in the realization of full participation, leading the Poor with the excellent, making common progress, and clearing the educational dead comer.Infiltrate participation activities into extracurricular activities, and cultivate the enthusiasm of g

24、roup cpcrativc learningIdeological and moral course to make students interested in learning, in learning Can be infected and education, must be rooted in social life, roicd in current political hot spots, based on siudcnls real life experience. Only closely linked with the actual life of students an

25、d the latest news focus Ofaitention and discussion, in order to make the ideological and moral class smart, more attractive.But in real life, only by letting students experience and comprehend by themselves can they have more educational significance. Only by watching and extracting news hotspots in

26、 person can they have more impression, and can they really view the world. Taking group as a unit to participate in extracurricular activities can not only help each other, but also cultivate interest in learning and cperation. For example, in order to make students feel meaningful and interested in

27、 learning ideological and moral course, (this article is from Fan Wen Xian Sheng. Nel). I designed (he activity of watching the world news after class. The activity requirements are as follows: (1) take the group as the unit, one issue a week, surf the Internet or watch news IV programs, pay attenti

28、on to the focus news of a week. (2) Each group member will hand over the focus news information and videos collected in the past week to the group leader for the column arrangement of the school newspaper view the world news Overview. Open exhibition on campus network. Or posted in the class gate fi

29、xed display column for students to browse. (3) Teachers provide technical guidance and cooperation work, and weekly focus topic tips. Each member of the group has a high enthusiasm. Some students said: I usually watch TV and pay attention to vics and Cntertainmenl programs, and play games and chat o

30、n the Inteniet. Through this activity, I know that many things happen every day in he world, which enriches the content Ofmy composition, and I also learn about practical things such as employment, diplomacy, military atTairs, science and technology. Most of my students are required to read news 30

31、points every day.For example. 1 was teaching the course of taking the road to sustainable development. 1 adopted the social practice activity way. led the students out of the school in groups, collected water samples from rivers and ditches around our village to understand the water pollution in thi

32、s area. When wc walked to a river and ditch with sewage flowing, the students were shocked by the sight. The original clear river, the river where fish and shrimp swim, is now polluted and extinct. Whats more, the rivers in this area arc almost completely polluted and infiltrated underground, which

33、pollutes the groundwater, which seriously threatens our health and kal ecological environment. We found several outlets in the polluted river and ditch, and the students were shocked by the black and yellow sewage from the outlet again. Arter returning to school, we COlleCIed waler samples, data pho

34、tos reflecting pollution and POHUIiOn situation, attached Ihe label of the collection place, organized an environmental protection exhibition on the theme of protecting OUr shared home in the school and new residential area, which attracted great attention of teachers and students. Iliiough this way

35、 of teaching, students not only get rid of the boring knowledge of words, but also realize the necessity and urgency of learning environmental laws and regulations. enhancing the national environmental awareness and protecting the ecological environment through personal experience. Therefore, we sho

36、uld educate (he young students, abide by the laws and regulations of environmental protection and fulfill the legal obligations of protecting the ecological environment.First of all. the specific quantitative indicators such as whether each student in the Group actively participates in group activit

37、ies, the quality of homework, after class behavior, participation in recreational and sports activities, and morning test results arc counted, which arc supervised and implemented by the learn leader, and the weekly (atitUivc results are included in the monthly group statistics. Mutual evaluation am

38、ong team members can siimlaic their enthusiasm for learning and PaniCiPating in group inicraction. Secondly, the group to group evaluation, to SCC which group of activities are the best, which group of students are nore active, especially to pay attention to those who have some difticulties in learn

39、ing whether to actively participate.Each group should pay attention to observe the participation of other groups and achieve the expected results in the participation activities. After the activities, the groups should conduct mutual evaluation, and paste Red Star of achievements on the group intera

40、ctive evaluation form. Each month, the Monitor counts the number of stars, and evaluates the individual and group stars. Tcachcrs have changed the previous single evaluation of students performance into the current mutual evaluation of students, and changed the summativc evaluation into the process

41、evaluation, so (hat the evaluation results arc easier for students to accept, the evaluation of students is more objective and fair, and students strong and conscious cooperative behavior can be triggered.Let the group members understand the methods and exchange learning nethis in the cooperative le

42、arning activities, compare the methods better, let the students learn from each other, form good learning habits, at the same time, let the students learn to choose and judge what is effective, correct and best ideas and practices, so that the students can experience the joy of success in learning,

43、enhance the awareness and ability of cooperation, and increase the efficiency of learning Strong self-confidence.Reference:Baloch. Cooperative Classroom: make learning full of vitality. East China Normal University Press. 2(X)5-11(2) Sato studies. Teachers challenge: quiet classroom revolution. East China Normal University Press. 2012-05