How to organize student breakout sessions in class

With attractive rewards.

In class group discussions, it is important to pay attention to the content of the discussion and the topics discussed.

There are also two kinds of internal grouping in the <>: one is the grouping of different learning contents and different learning objectives, that is, after a certain period of learning, students are subjected to a diagnostic test, and students are divided into groups A, B, C and D according to the results.

The other is the grouping of different methods and ** with the same learning objectives and learning content, that is, after a certain period of learning, students are divided into several groups according to different situations. Some students use audio-visual tools for self-study, and some students form study groups, including top students and poor students, and let the top students tutor the poor students; In addition, some particularly poor students are grouped together and tutored by teachers. Teachers can also assign different amounts of homework to each group to strengthen the pertinence of teaching.

Some students use audio-visual tools for self-study, and some students form study groups, including top students and poor students, and let the top students tutor the poor students; In addition, some particularly poor students are grouped together and tutored by teachers. Teachers can also assign different amounts of homework to each group to strengthen the pertinence of teaching.

External grouping: External grouping refers to the practice of disrupting the traditional practice of grouping students according to their ability or academic performance. Breaking the classification by age is the biggest feature of external grouping.

There are two main forms of external grouping: subject competency grouping and interdisciplinary competency grouping.

Subject Ability Grouping: Subject Ability Grouping is divided into different groups A, B, and C according to the learning ability and performance of students in a certain grade in a certain subject. Because the same student has different grades and learning abilities in each subject, they may be placed into different level groups in different subjects.

This grouping is generally only carried out in the more difficult subjects, such as mathematics, foreign languages, natural sciences, etc., and the rest are still taught in the original class.

Interdisciplinary Ability Grouping: Interdisciplinary ability grouping is to divide students in one grade into good, medium, poor or parallel ABC groups according to their high and low intelligence, and assign different coursework to different groups, group A to higher and deeper coursework, group B to teach general coursework, and group C to teach the most basic coursework.

The difference between external grouping and internal grouping is:

External grouping: It is the school that breaks the traditional habit of arranging classes according to age and arranges classes according to the ability level and academic performance of students.

Internal grouping: refers to the grouping of students according to their abilities and academic performance within the traditional age-based class.

Group teaching is divided into several groups according to students' different ability levels and even different interests, puts forward different requirements for different groups, and uses different teaching methods to teach, which can adapt to students' abilities and requirements, and take care of students' differences.

In class classes, teachers organize teaching more for middle students, and eugenics often feel "not enough" and too easy to get bored with learning. Group teaching can better take care of the characteristics of students who taste the top taste of the law, meet their strong desire for knowledge and needs, and is conducive to the cultivation of talents.

The significance of the outer grouping and the inner group of the number of internal files:

Group teaching is a form of teaching organization in which students are divided into different classes or groups according to their ability or academic performance, and students are promoted (group) or demoted (group) through regular tests. At the end of the 19th century and the beginning of the 20th century, in the West, the group teaching system appeared. Ability grouping, job grouping, external grouping, internal grouping, etc.

It is beneficial to solve the problem of individual differences of students.

Teachers organize class discussions with students as follows:

In class discussions, teachers should give full play to their leading role, be good at asking questions, ask clever questions, and carefully design discussion topics, which must be rich in knowledge structure and thinking connotation, and moderate in difficulty. The design of the discussion questions can be considered from the following three aspects:

1. Consider the cognitive aspect of students.

In order to make classroom discussion possible, teachers should be good at finding doubts, skillfully setting up questions, and causing students to form cognitive conflicts. In particular, those questions that students have a vague understanding, questions that do not have a single answer, and issues on which students have different opinions and are controversial, are all topics that are easy for students to discuss.

For example: "Why is the advance rate between two adjacent length units 10, and the advance rate between two adjacent area units 100?" "Is the area of a rectangle with the same circumference necessarily equal?" "Wait.

These problems can often make students blush, and obtain the effect of "one stone stirs up a thousand waves of Liang Xiangque". After the teacher asks the question, he or she appropriately guides the students to do hands-on operations, experiments, and take the initiative to explore and discover, then the problem will be solved.

2. Consider students' emotional factors.

Students' cognitive process must be accompanied by emotion, and only by taking emotion as the driving force, relying on knowledge, and achieving the integration of emotion and reason, and promoting each other, can the intellectual and non-intellectual factors develop harmoniously. <>

Therefore, when designing questions, it is necessary not only to meet the cognitive level of students, but also to actively and effectively create a problem situation in advance, cultivate students' interest, stimulate students' interest, and make classroom discussions in an interesting and warm atmosphere. For example, I once listened to a lesson in which the instructor taught the calculation of the area of a circle and asked the students to discuss: "How much can a little lamb eat grass if it is tied to a stake in a large lawn by a 5-meter rope?"

As the calculation of the area of the circle was transformed into a practical problem with a rich storyline, the students were eager to try and discuss it, and the classroom atmosphere was very warm and achieved good results.

3. Consider the difficulty of the topic.

It should be slightly above the average average of the class, too difficult will cause most students to sit on a cold bench; If the difficulty is too low, and the students will answer the questions fluently, without the need for deep thinking, such a discussion will be worthless.

I think the effect of group teaching is really good, not only to enhance the friendship between students, but also to promote everyone's interest in learning, and most importantly, to generate a sense of competition, so that everyone can have a sense of crisis, so that they can become more and more motivated. Personally, I think it is really necessary to teach in groups, and it will also cultivate team spirit so that everyone can improve together.

This kind of teaching effect is quite good, with students as the main body, and can discuss with each other, the learning efficiency is relatively high, and they can learn from each other.

In fact, you can also have a discussion, or you can have a discussion with the teachers, and everyone can participate together to find the most suitable method, or should the whole school participate, so that you can get a result that everyone is satisfied with.

Here's how to organize students to discuss problems in class:

1. Teachers should choose suitable content according to the teaching content and the actual situation of students, and design questions with a degree of difficulty suitable for students to discuss;

2. Organize students to discuss problems in groups when students have questions and students' opinions are not consistent;

3. When the answers to the questions are diverse, the teacher explains the questions from multiple perspectives, and organizes students to discuss the questions in groups;

4. Emphasize the cooperation between students when discussing the problem of rolling song Lu in the classroom, reasonably group students, and lead students to discuss problems.