Research On Teacher Guidance In Group Cooperative Learning In Middle School Mathematics Class

Group cooperative learning is an important promoter of the "learning center class" and an important way to cultivate students' autonomous inquiry ability.Group cooperative learning has attracted the attention of all parties and has gradually become a teaching norm.However,many scholars have pointed out various problems existing in group cooperative learning at the current stage,such as low efficiency of classroom cooperative learning,streamlined forms of cooperative learning,unclear goals for cooperation themes,and lack of evaluation processes.After the researcher's four-month internship at S Middle School in L City,S Province,the researchers found that the above problems do exist in reality.Investigating their roots can be summarized into two major problems:1.Group cooperative learning has not received due attention and use in mathematics classroom.2.Teacher guidance is missing or inadequate before,during,and after group cooperation.This research focuses on teacher guidance in mathematics classrooms and group collaborative learning.First of all,sort out the connotation of the elements of cooperative learning,and define the concepts of group cooperative learning,guidance and teacher guidance.Secondly,the mathematics classroom,group cooperative learning,and teacher guidance are connected in series to sort out the current situation of group cooperative learning in mathematics classroom.It requires group cooperative learning,demonstrates the important role of teacher guidance in group cooperation,and summarizes the guidance strategies of teachers in group cooperative learning.Using nvivo12 to root-code the relevant collaborative learning literature of the mathematics group,and compiled the "Mathematics Group Cooperative Learning Teacher Guidance Observation Scale" as an observation tool,which includes "before cooperation,during cooperation,and after cooperation" three nodes,including "before cooperation" Includes three sub-nodes: teacher-directed science grouping,teacher-set cooperation materials,and teacher-developed grouping rules."In cooperation" includes two sub-nodes of explicit guidance and implicit guidance."After cooperation" includes two sub-nodes of evaluation means and evaluation language.Then use the prepared observation tools to observe and study the middle school mathematics classroom.In the study,classroom observation and interview methods were used.The 20 math lessons in S middle school in L city,S province were used as research samples,and the slices of teachers in the video were used as research objects to summarize the status and problems of teacher guidance in group cooperative learning.Combined with interviews with teachers,explain the causes of the phenomenon and the crux of the problem,and draw statistically significant research results.The results show that 85% of the group has no division of labor except the leader of the group when instructed by the teacher;75% of the group's cooperative learning materials are mathematical problems,and the level of complexity of the cooperation problems set by the teacher is high,but the level of cooperation and mathematical interest is low In the cooperation,the teacher's implicit guidance is mostly focused on the middle-to-low level of collective guidance,and the explicit guidance is mostly directed to the group,the guidance content is concentrated and the questions are answered and the progress of the inquiry;the evaluation stage after the cooperation,the teacher's evaluation method is single,only oral evaluation for individuals,most of the evaluation language is the collective language of mathematical explains.It was further found that during the group cooperative learning process of the students,teachers have no record guidance and lacked timely encouragement for the students.During the evaluation process,the guidance content never involved the group cooperation process and individual performance of members.Therefore,in the future teaching,teachers should design teaching with "mathematics problem solving" as the center,seek for problem chains,and use cooperative problems as cooperative materials;in the cooperation,teachers should record the progress of members in the group and contribute,capture the timing of guidance,provide timely help and guidance when students have difficulties that cannot be resolved,difficulties in task understanding,and divisions within the group;promptly provide teachers with help and guidance;strengthen teachers' awareness and understanding of factors related to effective guidance;be good at using "mathematics Problem-solving "-centered group collaborative learning model.