The Big Problems Design And Implementation In Elementary Mathematics Under The Cooperative Learning Concept

Cooperative learning is an important learning method advocated by the new round of basic education curriculum reform in China,and it is also a prominent feature of modern classroom.This paper investigates and studies the application of group cooperative learning in primary school mathematics class by using questionnaire survey,interview and classroom observation.Based on the collected data,this paper analyzes the problems existing in the practice of group cooperative learning in primary school mathematics classroom,and combines the characteristics of primary school mathematics to find solutions.How to exert the value of cooperative learning in the limited class time is a question worth pondering.In design as the core "big problem",the "big problem" oriented cooperative learning as the important breakthrough,based on the solution to "see" superficial cooperation and cooperation "blind drive plan" hasty sex of the status quo,put forward in cooperative learning need quantity fewer but better,ask the domain wide put,extension and large,this "big problem" as a driving force of the cooperative learning.This kind of "big problem" points to the core knowledge of the subject,stimulates the students to think more,can highlight the core knowledge and core ability of mathematics,with "less teaching" to ensure "more learning" in cooperative learning.Only by designing high-quality "big problems",can we realize in-depth cooperative learning and make it an effective teaching path.ased on the understanding and research of "big problem" and combining with my own education and teaching practice,the author believes that to design a good "big problem",the following principles should be followed: the design of "big problem" should be guided by learning methods and process;Design logic should be distinct;Students should conform to the principles of the zone of proximal development.Based on the research of "big problem" design principle,the strategy of "big problem" design should be more open and complex.In addition,multi-dimensional factors such as "discipline","study period","study situation" and "goal" should be focused to coordinate the operation,so that the "big problem" designed can create a mathematics classroom with depth,width and thickness.This paper takes the four major areas of primary school mathematics as the base,and selects a class example from each field,respectively analyzing from the aspects of textbook analysis,learning situation analysis,teaching objectives,"big problem" design,teaching design,teaching reflection,etc.in an effort to find the "scaffolding" for first-line primary school mathematics teachers to promote effective cooperative learning.This study provides a blueprint for the design of "big problem" for effective cooperative learning,and we hope that we can work together with every teacher who is working on the front line.At the same time,I also hope that I can cooperate with my peers to study under the drive of this research topic and make joint efforts to cultivate the core quality of mathematics that students need to have for lifelong growth.