How to get students to work together in group activities

Why don't you ask your seniors.

Here's how to organize students to work in small groups:

1. Scientific and reasonable grouping.

Teachers should combine students at different levels into groups according to the differences in students' gender, interests, abilities, etc., and can also let students combine them by themselves, so as to ensure that the level of students in each group is not much different, and ensure that the atmosphere of cooperation in the group is relaxed and harmonious, so as to avoid the ineffective cooperation phenomenon in which individual members of the group undertake most or even all of the tasks, while some members have nothing to do.

2. Change the role of the teacher.

When teaching in small groups, teachers should be the instructors and organizers of students' learning, participate in students' best activities, and provide help to students at any time. Therefore, teachers should make rounds in each group, always grasp the direction of group discussions, and give timely guidance and allocation.

3. Scientific design problems.

If the issues discussed are too simple to arouse the enthusiasm of the students for discussion, and if the issues discussed are too difficult, there will be a situation where the students cannot continue to discuss.

Therefore, teachers should design cooperative learning questions with excellent and divergent nature according to the characteristics of teaching content, so that students can take the initiative to ask questions in questioning. In addition, a lesson should not be designed with too much cooperative learning, so as not to be too casual and formal.

4. Cultivate a sense of cooperation.

One of the purposes of group cooperative learning is to cultivate students' independent learning habits and cooperative learning awareness, teachers should encourage each student to actively speak, through brainstorming to complete the task together, so that each student can feel the joy of cooperative learning, so as to enhance their sense of cooperation.

Group cooperative learning is also a learning method advocated by the new curriculum, which is widely used in the teaching of ethics and rule of law in primary schools. Since group cooperative learning is a new form of teaching, if it is only applied in the teaching practice of moral courses in a general way but not substantively, it is easy to have some problems, so how to organize students to carry out group cooperative learning scientifically, reasonably and effectively?

1. Cultivate good cooperation habits.

1. Teachers should leave students enough time for independent thinking before group cooperative learning, so that students can carry out group cooperative learning on the basis of full discussion and communication, so that each student has the opportunity to speak and the time to complement and correct each other, so that the wisdom, emotion, attitude and ability of students at different levels can be exerted and improved. This kind of group cooperative learning is what is productive.

2. In teaching, I try my best to create an atmosphere for group cooperative learning, so that students can learn happily in a harmonious, democratic, relaxed and free atmosphere. I will also actively participate in group cooperative learning, guide and help the learning situation of the group in a timely manner, and provide effective encouragement in a timely manner. In order to promote the formation of good cooperation habits such as active participation, active speech, and careful listening in group cooperative learning.

3. To let students learn to discuss, to learn in group cooperation is to have the courage to express their own opinions, to learn to question, to question the language to the point, not to hurt the other party, but also to be willing to listen to the opinions of others.

Second, the division of labor in cooperative learning is clear.

In the classroom, many teachers will ask "everyone in the group will speak, and then the group will send a representative to speak" before working together in a group. However, when it comes to the whole class, many groups do not have a representative. Why is this happening?

Because students are not clear about the division of labor within the group: who can be the representative? Why was he sent as a representative?

How are delegates generated? Therefore, after the formation of the cooperative learning group, it is necessary to clarify the responsibilities of each member of the group, and highlight the role of each individual student, so that each person is responsible for his own learning and the learning of other students in the group. For group cooperative learning to be successful, there is a clear division of labor and responsibilities among group members.

Taking a four-person group as an example, it can generally be divided into a team leader, a recorder, a reporter, and an evaluator. The group leader should choose students who have a certain degree of appeal, a sense of responsibility, and strong coordination skills. The group leader is a rotation system, so that each group member has the opportunity to exercise and show, and the role of each student can be appropriately adjusted or rotated according to the teaching content and actual situation, so as to enhance the students' sense of responsibility and enthusiasm for learning.

After the division of labor within the group is implemented, the teacher should tell the students the truth that "the division of labor is not separated". In teaching, I will set up different roles according to the needs of different activities, and require group members to actively assume personal responsibility, support each other, cooperate closely, give full play to team spirit, and effectively complete group learning tasks.

Here are some suggestions for organizing group activities to get students involved:

Choose topics that are appropriate for the student's interests and abilities: It is very important for the student to be interested in the activity and be able to participate in it. When choosing a topic, consider the student's interests, the content of the course, or the topic that the student is studying.

Design activity tasks and goals: When scheduling group activities, make sure that each group has clear tasks and goals. This helps students to be clear about their tasks and responsibilities, as well as the tasks they need to complete.

Organize group discussions and collaborations: To help students work better together and communicate, group discussions and collaborations can be organized in group activities. Teachers can provide questions or topics for students to discuss and share their ideas in small groups.

Provide necessary resources and support: In group activities, teachers should provide necessary resources and support, such as books, materials, tools, etc. Teachers should also provide guidance and assistance when needed to ensure that students are able to complete their tasks smoothly.

Encourage students to participate and provide feedback: In group activities, teachers should encourage students to participate and provide feedback and evaluation. This helps students understand their performance and progress and motivates them to be more actively involved in activities.

In conclusion, organizing group activities needs to take into account the interests, abilities, and needs of the students, and provide the necessary support and encouragement to motivate and engage the students.

First of all, students should be reasonably matched according to their academic performance, personality characteristics, and the ratio of male to female students. Then have 4 to 6 students in each group have their own tasks to do. For example, the team leader is responsible for finding what information, the deputy team leader is responsible for sorting out materials, etc., and other members of the group must also have something to do, otherwise, the learning effect will not be ideal.

Both in terms of the content and form of group cooperative learning, classroom teaching and student learning have undergone important changes. However, we found that a series of abnormal phenomena often occur in the process of implementing cooperative learning, such as the inability of members to get along with each other, the lack of discipline, the waste of time, and mutual plagiarism and dependence. The existence of these phenomena may directly affect the effectiveness of cooperative learning, and even worse than the effect of cooperative learning without a group.

There are many reasons for the above phenomenon, but the main one is that the responsibilities of individual group members in the group are not clear, the division of labor is not clear, and the group members have an indifferent attitude towards learning tasks and pass the buck to each other. Therefore, group cooperative learning needs to emphasize the implementation of the division of labor among group members and pay attention to individual responsibilities.

Considering that the learning process is oriented to all students, especially the learning that we usually consider to be "poor students", when we evaluate students, we often take the group as a unit, so it leads to the dependence psychology between the group members, and the "honor" of the group is all pinned on the "excellent students" of the group members, which further causes the differentiation of the academic performance among the group members.

When a group is working together on a learning task, the division of labor is often very important. Students who are strict with discipline serve as group discipline supervisors, reminding students to speak off-topic or do other unrelated behaviors during group discussions. Students with clear language expression act as the "spokesperson" of the group, disseminating information about the group's learning results and answering questions raised by others at any time. Those with beautiful writing are responsible for group clerical work, and text processing is carried out on the results of group learning; The painting elders serve as group art work, beautifying and processing to show the learning results of the group, in order to be clear at a glance; When the group conducts experiments, special personnel are responsible for the task assignment of the experiment, the observation and discussion of phenomena, the writing of the experiment report, and the sorting. When completing homework together, on the basis of their own independent completion, there is a special person responsible for dividing labor and cooperating on the problems that have doubts and common, or helping and ...... members who have difficulties in completing the homework independently

The division of responsibilities among members is not fixed, let alone immutable, otherwise there would be no possibility of cooperation between groups. Due to the need for the all-round development of students, the division of labor between members can be rotated frequently, in order to make every student feel the hardships and fun of every "work" in the group.

The members of the group are a unified whole externally, and the teacher's evaluation of the students is also carried out in the group, but there is also a need for individual learning evaluation within the group.