Design And Application Of Secondary Group Collaboration Strategy In Smart Classroom

In the information age,the demand for talents is changing.Collaborative learning,as a learning method that can cultivate students’ individual thinking ability,learning ability and collaboration ability,has been widely concerned and applied.However,there are some problems in collaborative learning in primary and secondary schools,such as grouping randomly,free riding behavior,students’ weak sense of collaboration,some teachers overemphasize students’ autonomy and choose to be bystanders,which lead to the unsatisfactory effect of collaborative learning and students’ superficial collaboration.Some studies have proved that reasonable grouping and small-scale member exchange can improve the effect of collaborative learning,and collaborative script is an effective intervention strategy.Therefore,it is necessary to explore the grouping strategy of collaborative learning and the application of collaborative script to improve the effect of collaboration.Through interviews with teachers and students in experimental schools and consulting the literature related to collaborative learning,this study aims to understand the current situation of collaborative learning in primary and secondary schools,and sort out the factors and the elements of collaborative script that should be considered in the establishment of collaborative groups,with constructivist learning theory,differential teaching theory and group dynamics theory as the main theories.After appropriate grouping according to relevant factors,three rounds of experiments were carried out to collect and analyze data from five aspects:collaboration awareness questionnaire,student self-evaluation and mutual evaluation scale,classroom observation scale,teacher-student interviews and collaborative works,so as to verify the effect of the second grouping and collaborative scripts.In the first round,without collaborative script,we found that the group consciousness was weak,the group tasks were mainly undertaken by the students with strong ability,there was no independent division of tasks and role allocation,the discussion atmosphere was not strong,and the diversity of group ideas was obviously insufficient.However,we found that the medals and addition and subtraction of class optimization Masters had a positive stimulating effect on students.In the second round of experiment,the students were interested in the rol e of exchange members.According to the process,they urged the mutual help group to explain the division of labor and the results of discussion.The analysis results showed that there were significant differences between different groups.A small range of exchange members had a positive impact on students’ personal performance,and the overall participation was improved.In the third round of experiment,the second grouping and the introduction of collaborative scripts were carried out.The collaborative script provided roles,guide language and dialogue rules.The results showed that the division of labor and language organization of the students were clearer,the team members were assigned to different tasks,and the students’ participation was improved.Three rounds of experiments found that a small range of member exchange can improve students’ participation,especially the students as exchange members can improve their excitement and focus on their own division of labor and responsibility.But on the whole,the role of exchange members has a more significant impact on individuals,and has a weaker effect on the expansion of ideas,with less diversified perspectives,which may be related to age and limited knowledge level.Instructions such as discourse support,division of labor,and ideas statement in collaborative scripts promote the completion of students’ tasks and improve the efficiency of collaboration,the overall collaboration consciousness of students is improved.