What are the characteristics of cooperative learning? Benefits of Cooperative Learning:

Cooperative learning. The characteristics are summarized in the following aspects:

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 designed by the teacher.

Activities that assign learning tasks and control the teaching process.

1. Promote mutual help and common improvement among students with academic difficulties. Cooperative learning is a good model of co-progress, through cooperative learning, people with a solid foundation can help those with weak foundations, and in this help, their basic knowledge is consolidated and both can be improved.

2. It can enhance the emotional communication between students and improve their interpersonal relationships. The common goal of group learning and the frequent communication with each other have narrowed their emotional distance and enabled them to help each other.

3. It can improve students' learning ability and efficiency. The improvement in academic performance is significant. Students communicate and discuss freely and independently, creating a democratic, relaxed and harmonious learning atmosphere, which can stimulate the enthusiasm and initiative of learning, and effectively exert their learning potential and improve learning efficiency.

4. The embodiment of the concept of students' subjective view. In cooperative learning, students basically learn and understand individually, and then communicate and discuss in groups, and the whole teaching process is based on students' independent and active learning, and students are placed in the main position of teaching.

5. The embodiment of the concept of innovative teaching concept. Subjective learning in cooperative learning, with full participation, combined with group discussions and activities, create excellent conditions for innovation. The democratic and relaxed atmosphere in the form of group discussion will trigger students' innovative thinking, and then gradually form a sense of innovation.

The exponents of the concept of cooperative learning are: Merton and Blake.

Cooperative learning refers to mutual learning in which students have a clear division of responsibilities in order to accomplish a common task. Cooperative learning encourages students to work together for the benefit of the collective and the individual, and to achieve their ideals in the process of accomplishing common tasks.

Cooperative learning is a creative and effective teaching theory and strategy that emerged in the United States in the early 70s of the 20th century and made substantial progress from the mid-70s to the mid-80s.

Because of its remarkable effect in improving the social and psychological atmosphere in the classroom, improving students' academic performance in a large area, and promoting the formation of students' good non-cognitive quality, it has quickly attracted the attention of countries around the world, and has become one of the mainstream teaching theories and strategies in contemporary times, and has been praised as "the most important and successful teaching reform in the past ten years".

Since the late 80s and early 90s of the 20th century, there have also been research and experiments on cooperative learning in China, and good results have been achieved.

1) Cooperate with Kaigong; Slim decay.

2) close cooperation;

3) each does its best; Collapse trembles.

4) social interaction;

5) Group Journey.

Team-Based Learning (TBL) teaching method.

It is a creative teaching theory and strategy commonly adopted in many countries around the world. Because of its remarkable effectiveness, it has been praised as the most important and successful teaching reform in the past ten years. Group cooperative learning varies from country to country in terms of its specific form and name.

For example, in Europe and the United States, it is called "cooperative learning", and in the former Soviet Union, it is called "cooperative education".

On the whole, group cooperative learning is a teaching activity that takes cooperative learning groups as the basic form, systematically uses the interaction between dynamic factors in teaching, promotes students' learning, and takes group performance as the evaluation standard to jointly achieve teaching goals.

Points to note for cooperative learning in small groups

In the group discussion stage, the teacher participates in the group learning and provides necessary guidance and regulation to the group learning process. Students have mastered the learning method by learning the first paragraph of "Summer Night Lotus", and in the second paragraph, students follow the learning method of the previous paragraph and work together in small groups. Teachers make requests before learning:

1. Before communicating within the group, each student first thinks independently and learns on their own (some students are also required to write down the main points of their thinking).

2. The communication methods within the group should be diversified, and the main methods can be: central speech, designated speech, group discussion or two-by-pair cooperation, etc. In short, it is important for each student to be able to fully express their opinions.

First, the analysis of the drawbacks.

Arguments for disadvantages. First, the matter is hasty, and the cooperation is just a formality.

Some cooperative learning is often in one form, one kind of embellishment, and it only takes two or three minutes, and the students have not really entered the learning state, and it ends hastily. For example, sometimes we organize classroom teaching, especially in open class teaching, and always think that there is no cooperative learning, which cannot reflect the quality education, but cooperative learning can be adopted, and we will worry that the cooperation time will affect the teaching process and the teaching order, so we will try to shorten the cooperative learning.

Time, passing through the motions, is just a decoration in classroom teaching.

Malpractices. Second, the top students support the table, and cooperation is meaningless.

Some cooperative learning seems to be lively and lively, but in fact, only capable or active students dominate the "world", and the ability is poor or silent.

Silent students "sit on the sidelines".

Malpractices. Third, the sand is scattered, and there is a lack of guidance for cooperation.

In some cooperative learning, students do not listen, discuss, express opinions, summarize and synthesize opinions, etc., and cooperate.

It's almost out of control.

Malpractices. Fourth, the thinking is superficial, and the cooperation lacks quality.

Some cooperative learning classrooms seem to have a very active atmosphere, but in fact, the thinking content is very low, and some even chat away from the topic; Some only pay attention to conjunction.

The evaluation of the results ignores the guidance on how to improve the effectiveness of cooperation.