Research On The Status Quo And Improvement Strategies Of Cooperative Learning In Mathematics Groups

Group cooperative learning,as a widely respected teaching method,is conducive to the students to achieve knowledge construction and improve interpersonal communication ability in a relaxed and pleasant atmosphere.In 2011,the new curriculum reform specifically mentioned that teachers should guide students to think independently,actively explore and cooperate with each other,so that students can understand and master basic mathematics knowledge and skills,experience and use mathematical ideas and methods to obtain basic mathematical activities experience.However,in the process of practice,there are some practical problems such as "fake lively" and "free hitchhike" in the cooperative learning of mathematics groups.Therefore,it is of great significance to discuss the value implication and improvement strategy of cooperative learning in primary school mathematics from the theoretical analysis and empirical investigation.The first chapter mainly clarifies the five basic elements of group cooperative learning through theoretical analysis,and analyzes the characteristics of mathematics learning of middle and senior students in primary school from the aspects of thinking and emotion,and then expounds the value meaning of group cooperative learning in the middle and high-grade mathematics classroom.The second chapter mainly uses questionnaire,interview and classroom observation to study in groups,which are the cognition and learning psychology of students,behavior performance in cooperation,the harvest and experience in cooperation,the cognition and attitude of teachers to cooperative learning,the grasp of cooperative teaching process,evaluation and reflection of cooperative learning teaching,The current situation of cooperative learning of mathematics group in middle and high school is investigated.The third chapter analyzes the results of the investigation and puts forward the following problems in the cooperative learning of mathematics groups: on the one hand,from the perspective of students,there are differences in the performance of different students;The understanding of cooperation task is not clear enough;Lack of communication skills in cooperation;The individual dependence is strong in the stage of achievement presentation.On the other hand,from the perspective of teachers,the concept of cooperative learning is not deep enough;The selection of cooperation content is not suitable;The arrangement of grouping forms is relatively fixed;The participation degree in the process of cooperation needs to be improved;The evaluation dimension of cooperation is relatively single.Finally,based on the above thinking,this study mainly focuses on the improvement strategies of cooperative learning of mathematics group from two aspects of student learning and teacher teaching,in order to realize the real value of cooperative teaching of mathematics group.In the aspect of students' learning,I hope that students can enhance their sense of cooperation and clarify their individual responsibilities at the ideological level;Improve cooperation skills and resolve cooperation conflicts at the behavioral level;Actively report and display,share the cooperation results.In the aspect of teacher teaching,it is suggested that teachers select the content of cooperation,create cooperative situations and design excellent learning lists in the stage of cooperation preparation;In the stage of cooperation guidance,we should plan the group reasonably,accurately position their roles,coordinate the independent learning and group learning,and understand the focus of students' cooperation;Finally,in the stage of cooperation evaluation,we should pay attention to the achievement presentation and play a leading role;Pay attention to student generation,carry out multi-dimensional evaluation and be good at reflecting the cooperative process,and strive for teaching innovation.