How to use Ph.D. to enhance cooperative learning among students

In my daily teaching activities, I guide students to work independently and cooperatively**.

According to the characteristics of students' physical and mental development and learning content, I 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 cultivate students' quality: initiative, unity and cooperation, and innovation.

In teaching, I adhere to the principle of unity of value guidance and independent construction, respect the needs of students, the needs of new experiences, and the needs of recognition and appreciation, so that students' experiences can be activated, enriched and improved, knowledge can be constructed and applied, skills can be formed, consolidated and proficient, learning strategies can be enriched and improved, emotions can be enriched and sublimated, and attitudes and values can be formed and improved.

In the teaching activities, I guide students to determine their own learning goals, make study plans, and make specific learning preparations. Able to self-monitor, self-feedback and self-regulate learning progress and learning methods in learning activities; Able to self-examine, self-summarize, self-evaluate and self-remediate after learning activities.

In the teaching activities, I also guide students to carry out a clear division of responsibilities around the common learning tasks in groups or teams, support each other, cooperate, communicate and interact with each other, carry out group collective processing of individual tasks, and evaluate the effectiveness of joint activities. The so-called "** learning" guides students to independently discover problems in a situation similar to academic research, and through their own experiments, operations, investigations, collection and processing of information, expression and communication and other exploration activities, they can obtain the improvement and development of knowledge and skills, emotional attitudes and values.

You can organize groups to learn a new content, and then have each group send a representative to share what they have learned, so that students will actively learn and participate in the discussion, and there will be different gains.

First, it takes a process to form students' habits of independence, cooperation, and learning, and to develop good study habits. For those students who are active, the teacher will find their shining point during class, encourage them to praise them, give them confidence and think that they can do it, and gradually let them become conscious habits. For such students, never give up.

Let students get the same learning results as they expect, meet the expectations of students for learning, and at the same time, often supervise, tutor and encourage them, so that they can listen attentively, in the learning process, communicate with their classmates independently, let them learn, and gradually cultivate students' awareness of independent learning, so that students can develop good habits of independent learning, cooperative learning and learning.

Clause. 2. Guide students to read independently, read cooperatively, read boldly, and question boldly, so that students can master the methods of independent learning, cooperative learning and learning In the learning process, the internal reason that plays a decisive role is the student. Therefore, in teaching, teachers design a series of hierarchical, interesting and stepwise questions according to the teaching requirements, so that students can read with questions, find difficult points, and remember doubts. Take notes, re-analyze, and further provoke thinking. Let students experience the learning process and feel the joy of success.

At the same time, according to the feedback information, teachers make timely adjustments, enlighten their thinking, and gradually develop a good habit of independent cooperative learning, so as to improve their ability to learn independently and cooperatively.

Clause. 3. Carry out classroom testing and evaluation. There are various forms of classroom testing, which can be group testing, whole-class communication, group mutual testing, or teachers and students participating together, and teachers and students taking student tests. In the process of teaching, the questions raised by the teaching activities can be fully used for classroom testing and evaluation.

Improve students' sense of identity with classroom evaluation, further generate a sense of collective honor, and cultivate students' ability to learn independently and cooperatively. Clause.

4. Carry out practical activities to improve students' ability to learn independently and cooperativelyCarry out practical activities, which can allow students to use the knowledge they have learned to analyze and observe phenomena, think about problems, and infer conclusions, so that they can experience the value and application of knowledge, and improve students' ability to learn independently, cooperatively and cooperatively. This kind of hands-on learning can mobilize students' enthusiasm and initiative in learning to a greater extent, stimulate students' internal learning motivation, enhance their sense of responsibility, so as to implement it into action and cultivate their own innovative spirit and practical ability.

As long as teachers consciously use various strategies in classroom regulation, so that students are willing to learn, happy to learn, and good at learning, then classroom teaching can be full of vitality and vitality, so as to improve the efficiency of classroom teaching, truly cultivate and improve students' ability to learn independently, cooperatively, and first-class, and lay a good foundation for students' lifelong learning and future development.

This course is guided by Xu Changqing's team to reflect on and adjust classroom teaching under the guidance of advanced curriculum concepts and teaching ideas, so as to make the classroom more concise and profound, so as to achieve efficient classroom teaching.