How to reasonably group and cooperate in junior high school English teaching

Each component has two better grades, which leads to other average students

Encourage students to form teams and study together and discuss learning outcomes regularly.

In a group of six or four, one group leader and one deputy team leader sit face to face, and the team leader and deputy team leader each sit next to a middle student and a poor student, which is conducive to helping poor students improve, and can also improve the ability of the team leader and deputy team leader.

1. Reasonable grouping is the prerequisite for the success of group cooperative learning.

2. Teachers should regulate the active cooperative learning process.

3. The scientific evaluation mechanism is the guarantee for the success of group cooperative learning, and finally the pursuit of group cooperative learning is to achieve the overall goal and achieve the individual goal at the same time, that is, to make the learning group a real learning community, and pursue group progress based on the joint efforts of the members of the learning group and individual progress. To achieve this goal, it is necessary to establish a reasonable evaluation mechanism for group cooperative learning that can stimulate the maximum potential of each group member. Appropriate assessment can help students achieve effective group cooperative learning by providing students with a sense of achievement, building self-confidence, and effectively stimulating students' interest in learning. Hope to adopt.

At present, in English classrooms, teachers in different schools, and different grades in different regions are widely using the model of group cooperative learning. But is the purpose of our group cooperative learning really achieved? It is still reduced to the formalism of classroom teaching, and it has not really achieved the goal of classroom teaching at all, and after several years of English teaching, I think there is nothing wrong with group cooperative learning.

What is wrong is that the teacher does not understand the relationship between the purpose of the group cooperative learning style and the teaching goal. How to use group cooperative learning and how to make group cooperative learning more effective is the key to how we use it to solve classroom teaching problems.

1. There is inefficiency in group cooperative learning.

1 Group operation, lack of standardization.

1) Group division, lack of novelty.

In the past, the most common form of group learning was to naturally divide into groups of two or four according to the front, back, left and right seats, and the seating arrangement was often according to the height and height of the students. Although this kind of grouping is simple to operate when carrying out group activities, the student grouping is not reasonable enough, and the group members remain unchanged for a long time, which is not conducive to allowing students with different characteristics and different levels to optimize the combination, complement each other's advantages, and promote each other.

Do more hands-on activities.

Let the students get along with each other.

Practise speaking in English in small groups.