(A) timely adjustment of the grouping mode is the premise of developing group cooperative learning.
In teaching, teachers can adopt different grouping modes according to different teaching contents. Generally speaking, there are three grouping modes:
1, "stage grouping": after a long period of grouping, students are divided into relatively stable groups according to their health, gender, physique and other factors, which can be used in a teaching unit. As soon as the unit teaching is over, the group will be dissolved. This kind of grouping is characterized by basically the same skills and different hobbies, but it is convenient to adopt the same scheme for the same group and treat different groups differently. For example, some students have basically mastered skipping in kindergarten, and some students don't know it at all. So I set up a "mountain climbing" group, "hand in hand" group and "Xin Wei" group in classroom teaching. The "mountaineering" group mainly solves the problem of students who can jump. In each class, the teacher sets different peak jumping times, requiring students to cooperate, compete and climb the peak bravely; The "hand in hand" group is mainly to create a place for students to cooperate, communicate and help each other, so that students who dance better can be small teachers to help beginners and reduce the burden on teachers; Under the guidance of the teacher, the "Xin Wei" group will not strengthen the practice independently and master the movements as soon as possible.
2. "Flexible grouping": Flexible grouping is similar to stage grouping, with the same effect, except that the duration is shorter, and it only appears in one class, and then it is dissolved. There are three main grouping methods: 1) Grouping according to skill level can improve students' enthusiasm and competitiveness. For example, in high jump teaching, four different heights are set in four high jump areas: 70cm, 80cm, 90cm, 1 10cm, from low to high. The teacher requires that anyone who can jump 70 cm can jump to the next height, and so on. If he can't jump three times in a row, he will jump back to a lower height. This kind of temporary grouping can cultivate students' enterprising spirit and enterprising spirit, and can also enliven the classroom atmosphere. In the process of using this grouping, students should be guided to learn to deal with the relationship between competition and cooperation. 2) Grouping according to skill level can improve teaching effect. For example, in the teaching of broadcast gymnastics, teachers deliberately divide the students who have mastered it into groups with those who have not mastered it, so that teachers who can't help students can help each other, learn from each other and evaluate each other. This can not only make students become the main body of the classroom, but also shorten the teaching time, cultivate students' good cooperative spirit and improve their interpersonal relationship.
3. "Random grouping": This kind of grouping also appears in a class, and generally adopts random counting or free combination. Through random counting and grouping, the strength of each group can be basically the same, which is convenient for teaching competitions or competitive games between groups; And free combination can make students with the same hobbies and good relationships be divided into one group, and the cooperation between them is more tacit. For example, in ball teaching, students with the same hobbies are grouped together, which can not only stimulate students' interest in sports, but also tap their learning potential, so that their skills and physique are greatly improved. This is also the true embodiment of the basic concept of "New Curriculum Standard" that pays attention to students' development, attaches importance to students' dominant position, pays attention to individual differences and different needs, and ensures that every student benefits.
(B) to help students establish cooperative rules to ensure that group discussions and learning are orderly and effective.
Any activity must follow certain rules, if there is no restriction of rules, the activity will be in a disorderly state. In order to ensure the order and effectiveness of group discussion learning, teachers should help students to establish the basic rules of group cooperation in advance: each cooperation must be reasonably divided, so that students can clearly define their personal responsibilities, such as team leader, recorder, reporter, etc. The group leader is responsible for organizing and managing the work, the recorder is responsible for recording and counting the cooperation process, and the reporter is responsible for writing the study report, as the "spokesperson" of the group, showing the results of group cooperative learning to the whole class. For example, in basketball shooting teaching, the teacher divides the students into cooperative groups of 4-6 people according to the teaching content, and there are positions such as team leader, recorder and reporter in the group. Students play different roles in practice and rotate in time. First, a student judges, a student records, a student helps to pick up the ball, and the rest of the students do shooting exercises. After practicing for 4-6 times, they switch roles. Finally, the reporters of each group showed the results of group exercises to the whole class, and the teachers rewarded the group that completed the task and the group that exceeded the last class by comparing the records of group exercises.
(3) Attention should be paid to the cultivation of students' cooperative learning ability.
Learning to cooperate with others is the basic quality of every citizen in modern society. Due to the influence of the traditional class teaching system, students can't fully adapt to group cooperative learning, lack the skills to communicate with others and maintain interpersonal relationships, and have a weak sense of personal responsibility; Most students just express their ideas and lack the awareness and skills to discuss and communicate in groups. Students' cooperative skills can be divided into learning skills and social skills, including at least the following points.
1. Collect data
Generally speaking, the topic of cooperative learning is more difficult, and sometimes it is necessary to collect some information. Now is the information society, and it is necessary to train students to collect useful parts from a large amount of information to solve their own problems. It is very important for students to have this awareness and ability, which is very helpful for their future study and work.
Express your views.
Language expression is the basis of interpersonal communication and interaction, and it is also an important basis of personal communication ability. Cooperative learning requires each member to express his own ideas clearly, so that the other party can understand his own views, and on this basis, explore problems in cooperation.
3. Listen carefully and synthesize the opinions of others.
In order to improve the effectiveness of discussion, students must learn to listen in group discussion. Only by listening carefully can we compare the opinions of other students with our own understanding and supplement them; Only by comprehensively summarizing the different opinions put forward by the team members can we get the correct answer and form a collective opinion.
4. Cultivate students' habit of reflection and summary.
Confucius, a famous educator in ancient China, once said, "I said I would save the three provinces". Therefore, guiding students to form the habit of reflection and summary is conducive to the development of students' self-evaluation and summary ability, and to students' self-improvement and self-understanding. In teaching, students can keep a sports diary, record a day's study and write down gains and losses; Or let the students write down their feelings in one sentence on each record; Or let the students exchange the experience of a class in the group, and so on.
(D) Pay attention to the cultivation of teachers' cooperative teaching skills.
Some teachers are not clear about its role in cooperative learning. Some teachers even think that teachers should not guide students, but should hand them over to groups, and they can stand by as long as they put forward grouping requirements and tasks. In fact, the application of cooperative learning puts forward higher requirements for teachers:
1. Teachers should be clear about their responsibilities and be good guides, instructors and participants.
Group cooperative learning is a way of learning for students and a form of teaching organization for teachers. As a guide, teachers should carefully design problem scenarios, put themselves in the students' shoes, put forward cooperation suggestions to students before activities, stimulate students' motivation for cooperative learning, and put forward the goals of cooperative learning in combination with specific teaching content; Teachers, as instructors and participants, should not "stand by and watch" when students carry out group cooperative learning, let alone prepare for the next link. Instead, we should walk from the podium to the students, patrol between groups, find problems in the process of group cooperation in time, take certain control measures, and provide help from time to time. For example: (1) In the process of cooperative learning, if students are not clear about the tasks of the group, teachers should patiently and timely explain to students the tasks, operational processes and responsibilities of different roles, so that students can participate in cooperative learning in time. (2) When there are different opinions in the cooperative learning group, teachers should guide students in time, encourage students to think differently and creatively analyze and solve problems. (3) When the group cooperative learning activities are going very smoothly, teachers should give praise in time. (4) When encountering difficulties in cooperative learning group exercises, teachers should prompt the skills of completing the exercises in time instead of providing a standard answer. Let the students know why and why on the basis of full thinking. In the cooperative learning process of physical education teaching, in addition to the above problems, students will encounter various problems, which requires physical education teachers to follow up and guide the cooperative learning process, strengthen the necessary organization and regulation, and make cooperative learning achieve the expected results.
2. Teachers should choose the best opportunity for group cooperative learning according to the teaching content and the actual situation of students.
Not any class, any teaching content is suitable for teaching in the form of group cooperative learning. The teaching content that is easy to understand and can be mastered at once is not necessary for group cooperative learning; Group cooperative learning with too abstruse teaching content is not very effective, because underachievers just stand by and do nothing when learning too abstruse teaching content, and even affect the thinking of top students. Therefore, in teaching practice, teachers should properly choose the opportunity of group cooperative learning according to the teaching content and the actual situation of students.
(1) When practicing independently and exploring difficulties,
Many sports skills are challenging for students, so it is normal for students to have difficulties in practicing and exploring independently. At this time, teachers can use group cooperative learning to encourage students to inspire each other and realize the collision of thinking and wisdom, thus generating inspiration and solving problems. For example, after learning "Group Dance-Happy Dance", I explained the requirements of choreography clearly and asked the students to write and direct a new dance step in groups. For the honor of the group and the success of the group, every member actively offered suggestions, carefully and repeatedly considered every step of the dance, the use of props and the arrangement of characters, making the dance of his group vivid and refreshing. After that, I asked each group to perform on stage. Through group cooperative performance, students' performance talent is fully exerted, their desire for expression is satisfied, their innovative thinking is stimulated, the spirit of mutual assistance and cooperation among team members is cultivated, and their collective sense of honor and achievement is experienced.
(2) When the personal operation efficiency is low.
For example, in the class of "playing with paper sticks", I asked my classmates to be happy little painters, make lines with paper sticks in groups, pose various shapes, and introduce our group's works to you after setting them up. If each student is arranged to complete this link independently, the classroom teaching time will be obviously insufficient. At this time, the use of group cooperative learning not only ensures that everyone can operate, but also greatly improves the learning efficiency, so that students can appreciate the power of cooperation.
(3) Personal understanding of limitations
For example, in the teaching of "pattern skipping", I designed: "Besides our usual skipping methods, are there any other skipping methods?" Because skipping rope with both feet is not the only way to skip rope, students are required to think closely around skipping rope from many sides and directions in order to explore various methods of skipping rope. Due to the limitations of primary school students' thinking, developing group cooperative learning can not only broaden students' thinking, but also enable students to learn to think from multiple angles and cultivate their multi-faceted thinking ability.
(4) when there are differences and need to argue.
In our class, it often happens that students express their opinions and hold their own opinions. At this time, teachers may wish to carry out group cooperative learning, so that students can find the correct answers by themselves. For example, in the lesson "Why do you want to do moderate activities between classes", I asked students to focus on' (1) Why do you want to do moderate activities between classes? ; (2) What kind of activities should be carried out between classes? Give a group lecture. After the topic discussion, the groups had a heated discussion: some said, "There is more carbon dioxide in the classroom, but less oxygen, so you can breathe more oxygen outside, so you can have more energy to continue your study." Some said, "Reading and writing in the classroom for a long time will affect your eyesight. Going outside to see the green leaves or scenery during class helps to protect your eyesight. " Some said, "You can take a walk on the playground, do gymnastics and jump rope between classes." . Finally, the group leaders will report and communicate with each other in class. Through the cooperative learning mode of giving questions, giving lectures and summarizing in groups, the initiative of students is fully mobilized, and the potential of individual learning is brought into play, so that students can truly become the masters of learning.
3. Teachers should correctly grasp the evaluation criteria and establish a certain incentive mechanism.
In the cooperative learning of physical education teaching, teachers properly grasp the evaluation criteria and establish a certain incentive mechanism, which plays an important role in guiding and standardizing the cooperative learning process of students. In practice, PE teachers should combine various evaluation methods, such as formative evaluation and summative evaluation, group evaluation and individual evaluation, self-evaluation and mutual evaluation. In the evaluation content, we should make a comprehensive evaluation from the aspects of the effect of cooperative practice and the emotion, attitude, ability, role and responsibility, cooperative skills and so on. In physical education class, teachers should evaluate students' cooperation and help students discuss their cooperation with each other. In this process, teachers should judge students' practice and cooperative performance through the following aspects: (1) scan the students in practice with their eyes to estimate how many students can correctly complete motor skills and show cooperative behavior; (2) Randomly select a group of students and calculate how many of them can complete the exercises and cooperation goals; (3) Randomly select a student from each group and ask him to explain the practical goals, roles and responsibilities of the individual and the group or a certain cooperation skill; (4) Let one or a group of students show their practice effect; (5) Judging the effect of cooperative practice by looking at the group records. Through the evaluation of the above aspects, teachers will feedback the obtained information to students in time, so that students will accept the information of teaching content again on the one hand, and on the other hand, they will understand the advantages and disadvantages of their own group and other groups. In short, teachers cultivate students' cooperative skills through reasonable evaluation and consistent praise and encouragement, so that students can truly "learn in cooperation and make progress in cooperation".
4. Teachers should reflect and summarize cooperative learning in time.
It is very necessary for teachers to follow up after class, collect feedback information, reflect on achievements and shortcomings, and make a comprehensive evaluation of learning, which is conducive to improving teaching. Teachers can collect information through classroom observation, correcting homework and talking with students. And reflect on the lessons and shortcomings of success, and then give specific guidance for each group's performance to urge each group to reflect, which will gradually form a virtuous circle of group cooperative learning.
In short, group cooperative learning is an effective learning method, which can make students' thinking collide, thus generating sparks and creatively solving problems; Students can feel the collective strength in the process of cooperation; Through the communication between classmates and groups, we can cultivate students' modern consciousness of cooperation, competition and communication with others, form good psychological quality and personality quality, and finally achieve the goal of positive development and improving learning efficiency. Finally, it needs to be emphasized that teachers should pay attention to the combination of the essential characteristics of sports with the current reality of sports in China, often carry out academic discussions on teaching strategies of group cooperative learning, constantly reflect and improve in the practice process, and constantly explore effective forms of group cooperative learning. Only in this way can sports cooperative learning really become the driving force of teaching reform.