Practical Research On Cooperative Learning Of Junior Middle School Mathematics For Problem-solving

With the gradual advancement of the new curriculum reform,the teaching method based on the concept of "independence,cooperation and inquiry" has been widely used in all subjects of primary and secondary schools,and group cooperative learning is one of the teaching methods commonly used by teachers in the course of the new curriculum reform.It has become a mainstream teaching method to cultivate students' practical ability,innovation ability and cooperative consciousness.As the main position of cultivating students' ability for solving mathematical problems,the teaching methods of teachers and the learning methods of students directly affect the effect of students' learning on mathematics.Group cooperative learning can support students to discuss more ideas in the process of mathematical problem solving,express mathematical ideas,promote peer mutual help,promote students' problem-solving and cultivate cooperative ability.A middle school in Nanjing,under the guidance of the group cooperative learning model of Changle No.2 Middle School,has been encouraging the teaching attempt to explore cooperative problems in mathematics classroom.The author observed and pre-studied the mathematics cooperative classroom in Class 1 of Grade 2017.It was found that in the mathematics class,the students did not know how to cooperate,and the cooperative problem solving stayed in the one-to-one check of the answers,and the occasional peer help with each other.However,the deep communication of mathematical ideas is rare,and the student cooperation often become a mere formality,which can not fully realize the original intention of cooperative learning in mathematics classroom.Under the guidance of cooperative learning theory,problem solving process and strategy and metacognition,this study attempts to optimize the design of cooperative learning in mathematics classroom.The process model of cooperative problem solving is designed around the series of links of "problem Analysis-knowledge Positioning-work out scheme-implementation Program-reflection check",and a certain micro teaching strategy is explored to promote the team to carry out the cooperative problem solving process effectively and carry out teaching implementation activities.And evaluate the teaching effect from the students' cooperative learning state,problem-solving quality and other aspects,then promote cooperative learning to play a real role in sharing ideas,encouraging mathematical expression and promoting problem-solving role.The idea of teaching design is put forward by the researcher and agreed with the subject teacher and internalized into the design of the inquiry case of each class.The implementation of the teaching was completed by the subject teachers,and the researchers participated in the classroom data collection,including the observation of the behavior state of cooperative learning,the results of the cooperative problem-solving task and the self-assessment of personal reflection.At the same time,we also test the ability of cooperative learning and problem-solving before and after.Evaluate the effect of teaching by these data.The results show that:1)The application of "problem analysis-knowledge orientation-work out scheme-execution scheme-reflection check" cooperation problem solving process model and micro strategy can promote students' expression of thinking,improve group cooperation behavior,and thus improve the quality of group discussion.2)Students' personal problem-solving quality is gradually improving in the first stage and the second stage,so the intervention of problem-solving scaffold has a positive effect on the students' individual problem-solving quality.Therefore,the cooperative problem-solving process model and its micro-strategy proposed in this study are effective.In the follow-up study,the author believes that cooperative learning not only needs external cooperative process optimization and strategy intervention,but also needs to correct students' learning attitude.In the follow-up study,the author will continue to follow the existing strategies,and change some students' negative cooperative attitude from the group culture construction.And through further training,let students discuss and summarize the form of problem-solving ideas to improve the students' language expression and summary ability.