What are the difficult problems in Grade 7 Chinese that students need to work together to solve?

And the best thing is to let the students choose their favorite questions based on their own interests, and then let the people who choose the same questions discuss them freely.

Each group is assigned a main issue discussion, and those who have time after the discussion can choose other issues to discuss. Then discuss the results as a class.

Students can be free to form a small Bi dress group, according to the number of people in the class to determine the number of people in the group, each group chooses a group leader, and then each group sends a piece of paper, let the group leader write something, and the other people in the group are responsible for finding information. Each of the five questions discusses Gokushi.

I think it should be discussed in groups so that it can save time and learn effectively.

Assign tasks to each person and work together.

The so-called cooperative learning refers to the mutual learning in which students have a clear division of responsibilities in order to complete a common task in a group, and can transform individual competition into group competition. Studies have shown that if students are in a state of individual competitive learning for a long time, for a long time.

Teachers are not only the organizers and facilitators of classroom activities, but also the key factors affecting the effectiveness of cooperative learning. In order to avoid cooperative learning activities becoming mere formalities, teachers should pay attention to changing the concept of teaching and learning, combine modern educational ideas, further understand the essence of cooperative learning, and clarify the operation methods of cooperative learning activities, so as to truly make cooperative learning activities an important way to improve students' comprehensive practical ability.

Group cooperative learning is a learning method through mutual assistance between students and mutual learning between teachers and students. However, in group cooperative learning, teachers often ignore some things, so that students cannot experience the benefits and fun of group cooperative learning in group cooperative learning. Therefore, we, as facilitators, need to pay attention to the following issues:

1. Group cooperative learning cannot remain a formality.

Recently, in almost all classrooms, we can see group discussion-style cooperative learning, but some discussions only stay in the form, often as soon as the teacher announces the group discussion, the four people immediately get together, the classroom is full of buzz, everyone in the group is moving, no one can hear who is saying what is being said. After a few minutes, as soon as the teacher shouted "stop", the students immediately quieted down. This kind of discussion of a few minutes is not really cooperative learning.

It should not be taken for granted that when a cooperative group is formed, students sit together and have a simple discussion, and the effect of cooperation will occur. There are also certain rules to be observed in group cooperation, such as the division of labor within the group: leader, recorder, speaker, inspector, etc., and it should be rotated to enhance the interdependence of roles and improve the effectiveness of cooperative learning.

2. Pay attention to the effective participation of each student.

Cooperative learning does not allow any student to wander outside of group activities, and it is not okay to "work without contribution" and "little monk chanting scriptures, with mouth but not heart". Positive interdependence among classmates means that everyone learns together in cooperation and inspiration with each other, rather than passively relying on one student or a subset of students to solve the problems of the whole group, while others evade responsibility under the cover of the group. In order for each student to participate effectively in group learning, teachers should establish some basic rules for group work in advance, before the discussion, the group members first think independently, write down their ideas, and then express their own ideas, others listen, and then discuss to form a collective opinion.

Cooperative learning in small groups must not evolve into a group model in which good students speak, and poor students listen.

The Chinese Curriculum Standards for Full-time Compulsory Education (Experimental Draft) (hereinafter referred to as the "Curriculum Standards") points out: "Students are the main body of learning and development. Chinese courses must be based on the characteristics of students' physical and mental development and language learning, pay attention to students' individual differences and different learning needs, care for students' curiosity and desire for knowledge, fully stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and first-class learning methods".

One of the key points is to change the way students learn. Cooperative learning has become an important concept.

1. Problems existing in group cooperative learning in primary school Chinese classroom teaching.

Cooperative learning in small groups is of great significance to today's classroom teaching reform. However, in the teaching practice, group cooperative learning has not achieved the desired effect in the practice of Chinese teaching in primary schools, and there are the following misunderstandings.

One group of activities is formalistic and lacks substantive cooperation. When I listen to lectures, I often see that when the junior students read aloud in the group, several students gather together, read by themselves, and there is very little communication between the groups, basically staying at the level of independent learning, there is no real discussion and cooperation, and the advantages of group cooperation are not brought into play, and the learning results cannot fully represent the level of the group. The reason for this is that the students in the lower grades have poor self-management skills, have not yet formed the awareness and ability of cooperative learning, and the teachers do not remind and guide the students in each group to discuss and communicate with each other in time.

In addition, in the classroom, teachers guide students to cooperate in learning, but there is little time, and group cooperative learning is just a formality. In some cases, the teacher does not give the students time to think independently in order to reflect the cooperation between the students.

Second, the cooperation between students is not active enough. In the process of group cooperative learning, students should form a good relationship of mutual assistance and interaction. However, there is often unfriendliness, non-listening, and non-sharing in group activities, which can affect the smooth development of cooperative learning.

For example, in an open class of "Lin Chong Beat Hong Jiaotou", the teacher asked the students to read aloud in different roles in the group, but the students sitting in front of me and other students had already read it and had not yet completed the division of labor, because they were competing to be Lin Chong, and the role of Hong Jiaotou was not cared for. Nowadays, students are only children, and some of them are selfish and independent, which is the main reason for the above problems.

The most basic thing in Chinese learning is to learn to listen to lectures and master the knowledge points required by the teacher. At the same time, learning should be planned, and the plan is mainly to improve the effectiveness of learning, and at the same time, it is also conducive to becoming a good study habit. If you have poor writing skills, write an essay a week, if you are poor at reading, practice reading comprehension a day, and if you have poor basic knowledge, take some time out every day to memorize and memorize, and so on.

1. One of the key points of learning Chinese: memorization or appreciation of words, ancient poems, ancient texts, etc. The focus of learning this kind of knowledge is in the classroom, and you should concentrate in class, and spend more time after class to memorize, memorize, understand and apply.

2. Key 2 of learning Chinese: Reading must be strengthened, and it is best to practice reading every day. In addition, you can learn to read quickly, speed reading is an efficient reading and learning method, its training can activate our "brain, eye" potential, cultivate and improve our reading speed, inductive analysis, comprehension and memory and other aspects of ability.

After mastering speed reading, you can quickly extract the context and key points of paragraphs and articles when reading articles and materials, promote sorting and inductive analysis, and improve the efficiency of making improvements; At the same time, you can save a lot of time and do other things with ease. For specific exercises in speed reading, you can refer to the "Elite Special Whole Brain Speed Reading Memory Software", which I practiced when I was a student and am now benefiting.

High school learning is relatively intense and time is limited, and the speed reading I mentioned earlier can play a big role in the accumulation of materials. With accumulation, you can take a look at those excellent essays, find ideas for writing, write more, learn to learn, use, and integrate, so that your writing ability will continue to improve.

It is also necessary to do questions to improve Chinese scores, and you can't just blindly memorize and recite them to prevent your eyes from being high.

1.I don't understand the central idea of its reading questions.

2.The composition does not fully grasp its purpose and requirements.

The problem is based on one's own determination, and it is not exactly the same.

Essay off-topic, modern essay comprehension, poetry comprehension.