How to develop and improve students at different levels in group cooperative learning 20

After my summary, in fact, this question is very simple, but it takes a lot of pay, so I will talk about it casually, for example: your language is very good, but your math is poor? Why is Chinese so good and math bad?

If you want to say that people are so good, but the language is so good, but I know what you think about "The language is good because you are very interested in the language, to put it bluntly, you like the liberal arts very much, and the mathematics is very annoying, and you have a headache when you see it" So you can't mention natural mathematics, do you know what I mean? That is to say, interest and love is the power of the brain, but also the motivation of people, as for what you said about how to make the average development of the group improve, the premise is that you have to figure out what they like and what they hate the most, but the personality is also related Some people eat soft and not hard, and the above is soft and soft, for example, if you are singing in a chorus One of them hates singing, if you figure out that he eats soft, for example, he likes to play billiards, you say to him, hurry up and learn, after singing, let's play billiards, if he eats hard, You just don't hesitate to tell him, don't want to play billiards if you can't sing tonight, it's a big deal that I'll accompany you to practice You go to play, draw inferences and try it yourself.

1. Grasp the different learning status of students at different levels.

2. Set different learning goals for students at different levels.

3. Design different questions for students at different levels.

Fourth, let students of different levels pair up in group cooperative learning.

5. Give students of different levels different opportunities to present in the classroom.

6. Give different evaluations to students at different levels.

7. Assign different amounts of homework and different levels of difficulty to students at different levels.

8. Provide different levels of after-school tutoring for students of different levels.

P.S. Let eugenics learn to listen.

Trust every student fully.

Division of labor and cooperation, according to the ability of each student to adapt to the tasks that can be completed independently, according to the completion of the task assignment situation.

Studying well and poorly together will drive the atmosphere.

The characteristics of cooperative learning can be summarized as follows:

1) Cooperative learning is a kind of teaching activity with group activities as the main body;

2) Cooperative learning is a kind of cooperative and mutual assistance activity between peers;

3) Cooperative learning is a goal-oriented activity;

4) Cooperative learning transforms competition between individuals into competition between groups;

5) Cooperative learning is the activity in which teachers design instruction, assign learning tasks and control the teaching process.

Since the reform of classroom teaching in our school, we have actively implemented group cooperative learning, and group members help each other to learn cooperatively, which is conducive to stimulating students to participate in classroom activities and creating a space for learning and development for junior students. The evaluation method of "group cooperative learning" classroom teaching is based on the overall performance of the group, which is a change from the previous practice of relying on individual performance, so that the junior student is a member of the group and receives the attention of the teacher and other members of the group. In order for the group to win in the competition, the students in the group will take the initiative to help the junior students, and the junior students will also have the opportunity to take the initiative to seek advice from other students, which greatly stimulates the junior students' interest in learning.

In addition, the "group cooperative learning" class speech is rotated within the group, and the junior students also have the opportunity to express their opinions on behalf of the group with the encouragement and help of the same group members, which creates the possibility of success and the opportunity for the junior students to express themselves, so that they can taste the "fruits of victory" in learning in the interaction, and greatly improve their interest in learning.

However, in the actual teaching practice, the eugenic students in the group are more like to show, while the junior students still do not actively speak, how to change this status quo has become the theme of my research group teachers. Ma Wen and Gao Yan of the fifth grade are more active in thinking of ways and putting into action, they change the heterogeneous practice within the group, re-divide the study group, and divide the students with comparable learning ability into a group, and the members of the group can be promoted to the middle student group or promoted to the eugenic group if they have progressed, which greatly mobilizes the enthusiasm of the junior students, provides the objective conditions for the junior students to help each other learn from each other in the classroom, and provides the opportunity for independent learning in the redundant past. In addition, the teacher provides mutual help and equal interaction for the group members, so that the students are at the same level in the group, the psychological burden of learning is lighter, and they will not feel nervous and confused, creating a relaxed and pleasant learning environment for the junior students, they can speak boldly, they can operate the learning tools independently, they may actively participate in the competition, and truly become the master of learning.

In this way, the transformation of the backward students has changed from possibility to reality.