Benefits of Cooperative Learning in Mathematics Groups, Benefits of Cooperative Learning in Small Gr

When you have questions, you can communicate and discuss with each other.

Cooperative learning is an important form of learning to cultivate students' sense of innovation and hands-on ability, and it is also an important form to promote students' learning and communication. Therefore, in classroom teaching, teachers should give full play to the activity ability of group groups, give students more opportunities to participate in discussion and analysis, so that students can learn to cooperate in the learning process, learn to communicate in cooperation, learn to learn in communication, and learn to innovate in learning, which is effective cooperative learning. As one of the three major learning methods of the new curriculum reform, group cooperative learning is one of the highlights of the new curriculum reform, and it is also one of the new teaching methods that many primary and secondary school teachers continue to try in the teaching process.

Cooperative learning can play a positive role in improving the classroom teaching atmosphere, improving students' academic performance, and promoting the development of students' good non-cognitive qualities. It is conducive to cultivating a sense of cooperation and team spirit, and has become a new strategy to improve teaching efficiency.

Based on my own teaching practice, this paper explores and studies the strategy of "effective cooperation" in cooperative learning in junior high school mathematics classroom under the new curriculum standard.

1. Choose the right cooperative learning content.

The content of cooperative learning can be the most difficult, divergent and contradictory questions designed by the teacher in the key and difficult points of teaching, or it can be the questions that students take the initiative to raise in the difficult questioning, but not all learning content is suitable for cooperative learning, some teaching content is very simple, students are easy to understand, and they can be explained clearly by teaching methods, and some teachers also have to spend a lot of time and energy to organize students to discuss.

This kind of teaching method is not economical, and teachers should analyze the nature and difficulty of the content, whether there is value in cooperative learning, and the content that can be achieved by other teaching methods should not be discussed by students. Obviously, in order for teachers to organize "cooperative learning", they must first correctly grasp the content of cooperative learning. For example, choose theorems or formulas with strong regularity and a wide range of applications.

Cooperative learning can be carried out for some theorems, formulas and some mathematical ideas and methods with strong regularity, wide coverage, and wide range of transfer and application.

2. Scientific and rational allocation of cooperation groups.

The key to the effectiveness of cooperative learning lies in the effectiveness of student communication, and a scientific and reasonable cooperative group structure is the organizational basis for effective communication. The allocation of cooperation groups should first and foremost follow the principle of complementing each other's strengths. There are great differences in the knowledge level, physiological and psychological quality, living environment, interests and desires, personality characteristics of a group of students, and they have their own specific advantages and disadvantages in learning, so they can be grouped scientifically and reasonably, so that they can help each other, learn from each other's strengths, and make progress together; The second is to divide labor reasonably within the group.

After the group is completed, it is necessary to carry out democratic education on mutual assistance and fraternity and equality for students, rationally divide the labor among group members, and select students who are good at learning, helpful, and strong organizational skills to be the team leader, and others to serve as operators, recorders, spokespersons, and other roles, so as to enhance cohesion and often switch roles. In short, strive to be among the students in each group.

1. Cooperative learning in small groups is conducive to multilateral mutual assistance in teaching and learning, creating equal opportunities for each member to participate. The group leader can take turns, everyone has the opportunity to report to everyone on behalf of the group, the group is a collective formed by a common goal, everyone has a sense of belonging and identity of the group, everyone is united, make suggestions together, and make efforts to achieve the group's goals. Good cooperative learning can turn a limited classroom into an infinite space for everyone to participate and think.

2. Cooperative learning in small groups is conducive to respecting students' individual differences and enabling each student to have a successful experience. Group cooperative learning uses students' individual differences as a positive educational resource, organizes exchanges and cooperation among classmates, and allows each student to participate in collective learning with their own cognitive tendencies, ways of thinking and values.

Different students in the group have different intelligences and foundations, and in cooperative learning, they can learn from each other's strengths, especially students with learning difficulties can get more help than teachers in the group, because the help of peers is sometimes closer and more effective than teachers. And when a student who lacks self-confidence can take the initiative to complete the task one day, he will definitely get the encouragement and praise of the whole group, and the support of the group will motivate him to be more positive.

Group cooperative learning can highlight the main position of students, cultivate the awareness of active participation, stimulate students' curiosity, and group cooperative learning is more conducive to students' independent thinking.

Cooperative learning in small groups strengthens students' sense of responsibility for their own learning and concern for their peers' learning progress.

Group cooperative learning can provide students with a more relaxed and independent learning environment, improve students' ability to think creatively, and interact with teachers and students, students and students in cooperative classroom teaching.

Group cooperative learning broadens the space of students' learning, and group cooperative learning not only changes the learning competition relationship between individual students to the relationship of "intra-group cooperation" and "inter-group competition", but also changes the relationship between teachers and students in traditional teaching.

Advantages: 1. Group cooperative learning allows students to enhance their initiative and enthusiasm for learning, improve their desire to participate, so that students who are unwilling to use their brains to think in the atmosphere of group learning have to think, and put forward their own opinions, and can make the students who are incorrect and concise in thinking results can be corrected in time, thereby improving the accuracy of learning. 2. Group cooperative learning can better highlight the main position of students, cultivate the awareness of active participation, and stimulate students' curiosity.

The cooperative group is based on the premise of the voluntary combination of students, and then makes great adjustments according to the large difference in learning level between the groups, so that the eugenic, middle and poor students in each group are reasonably matched, and the student level reaches a basic balance. After the learning task is assigned, every student is given an equal opportunity to participate, and students are given many more opportunities to perform than traditional teaching methods. It also pays attention to students' active participation in the process of knowledge formation, so that they can use their mouths, hands, brains, unity and cooperation, learn from each other's strengths and make progress together.

3. The way of group cooperative learning strengthens students' sense of responsibility for their own learning and their concern for the learning progress of their peers. In the traditional classroom, the teacher-student relationship is too rigid due to the teaching method, the teacher talks about the students to listen, and the teaching atmosphere is too dull, so it is easy for students to passively accept knowledge and cannot participate in the knowledge process, which is not conducive to students' learning. In cooperative science teaching, teachers usually shuttle between groups after assigning tasks, to observe (observe), guide, help or correct, such a learning atmosphere appears relaxed, lively and united and mutually helpful, which is conducive to the successful completion of students' learning tasks, effective communication between teachers and students, mutual understanding between students, mutual help, mutual support and encouragement, so as to promote the establishment of their intimate and harmonious interpersonal relationships, and then cultivate cooperation ability and team spirit.

4. Group cooperative learning can provide students with a more relaxed and independent learning environment, and improve students' ability to think creatively. In cooperative classroom teaching, the interaction between teachers and students, students and students is multilateral, students have more opportunities to express their opinions, and students can make full use of their creative thinking, form different answers to the same questions, students' learning environment is more relaxed, and the space for independent play is broader. By meeting the various inner needs of students, they are motivated to participate and can get a pleasant emotional experience in participating in learning activities.

Deficiencies: 1Cooperative learning is a formality rather than a practical one. Cooperative learning in small groups is not a simple form of getting students together.

2. Students' sense of initiative and cooperation is not strong, and cooperation and participation are insufficient.