Action Research Of Guiding Students’ Cooperative Learning In Primary School Mathematics Classroom Teaching

Cooperative learning is a form of teaching organization in which several students with different ability levels form a learning group and carry out learning activities through cooperation,aiming at improving students’ cognitive,emotional and other abilities.Under the requirements of the new curriculum reform in China,cooperative learning is widely used in classroom teaching.Teacher guidance is closely related to the development of cooperative learning.Teacher guidance helps to improve the effect of cooperative learning,promote the development of students,and improve the quality of teaching.However,although there have been studies on the effectiveness,practicality and defects of teacher guidance,it is found in the research of literature that there are still some problems,such as insufficient research depth,lack of operability and less specific case studies.Therefore,in order to improve the quality of cooperative learning and give full play to the effectiveness of teacher guidance in cooperative learning activities,this study mainly discusses how to optimize the ways of teacher guided cooperative learning in primary school mathematics classroom teaching.Firstly,the research adopts the method of investigation and research.Through the observation of a total of 30 mathematics classes in X primary school in T city and the interview of 6 teachers at different stages of development,it is found that teachers can generally attach importance to the development of guidance in classroom cooperative learning,and can actively explore the guidance methods.However,teachers still have problems in the way of guidance,the time of guidance and the interaction between teachers and students.Based on the above problems,this study takes class 1,grade 5 as the object of action research,and takes the action research of guiding students in primary school mathematics classroom as the topic,designs two rounds of action research to improve teachers’ guidance for cooperative learning.Through the summary of the two rounds of action research,it is found that teachers should pay attention to the rationality of cooperative learning group grouping in mathematics classroom cooperative learning;Give full consideration to students’ learning situation,make flexible use of diversified guidance methods,improve the quality of teacher-student interaction,establish a friend relationship between teachers and students,and alleviate students’ nervous psychological state when facing teachers;In addition,teachers should reflect and absorb new educational ideas in teaching,and constantly improve their professional quality,so as to better play the role of teacher guidance in cooperative learning.After two rounds of action research,students’ grades have improved significantly compared with those before action research.The research provides new teaching ideas to front-line teachers,ensures the effect of cooperative learning,provides suggestions to teachers,better plays its role in cooperative learning,and helps teachers form a more perfect guidance program.