How to draw lots for group work
We should face up to the potential of each student, admit their differences and personality characteristics, listen to their unique inner world and spiritual voice, respect their unique habits and ways of observing, thinking and solving problems, and let students' dominant position in the classroom be fully respected. I think what teachers and students show in the classroom should not be the relationship between teaching and learning in the traditional sense, but first of all, it is a moral relationship, which embodies moral concern, respects students' emotions and actively establishes an equal and dialogue-oriented friendship between teachers and students. We should respect students' personality, pay attention to their learning experience, create an atmosphere of experience and perception, encourage the cultivation of positive attitude, praise every flash of wisdom, and then improve the quality of thinking and cultivate good habits. Teachers can infiltrate their own life experience and thinking into classroom teaching, and integrate personal observation and thinking about life into the classroom. Let the classroom teaching return to the original, return to the original, and give people a refreshing feeling.
First, let happiness and efficiency become the main theme of mathematics classroom teaching.
Since the new curriculum reform in 2002, I have been immersed in the research of classroom teaching. During the period, I groped all the way down, but I also gained a lot. I think the profession of teacher is a conscientious job, and it is not easy to do it well. A sense of responsibility for education and a responsible attitude towards students are the spiritual sources for doing this work well. If there is a shortcut to teaching, it is to keep students' interest in learning and protect their self-confidence. Where does the interest come from? He is only interested in what he teaches his students. How to teach? The most important thing is to determine the appropriate starting point for learning. If you don't understand, it will take time. The method is to reduce the difficulty and praise and encourage teachers in time. You will be amiable when you praise your teacher. If students like teachers, they will like the subjects he teaches. In order to make students full of interest, I try my best to design every class into games, competitions and even variety shows. The classroom is the place where happiness comes from and the hall where passion burns. Every time my classmates laugh, it is my most intoxicated moment, and the smiling face is the most beautiful scenery in the classroom. In order to practice these ideas, I have been immersed in the research and practice of classroom teaching, and gradually explored a set of teaching mode suitable for students to learn and improve-the whole-process group cooperation teaching mode, which initially formed my own classroom teaching characteristics. This model can reflect the characteristics of full participation, comprehensive control and comprehensive promotion. The teaching method of this course is embodied in "effectively organizing students' learning". Through grouping, grading and students attending classes, students' learning enthusiasm can be mobilized to the maximum extent. In the classroom, not only the communication between teachers and students, but also many students pay attention to, supplement and encourage their own learning. Students learn in an orderly way and teachers are in place to maximize the learning potential of students at different levels.
The second is the operation and class procedure of "team cooperation" teaching mode.
The so-called whole-process group cooperation refers to the whole-process cooperation of each group member from multiple angles and directions in class and after class. According to the teaching practice, I combed and summarized the specific operations from 16 aspects, such as grouping, task assignment, role division, interspersed questions, grade evaluation, learning procedures, rewarding homework, encouraging progress, after-class cooperation, competing for answers, layered detection, class summary, review and reflection, file growth, team leader training, and two questions a day.
1, grouping. There are four people in a group and eight people in a large group, and each large group includes two groups. The grouping adopts the principle of proximity, and the front and rear pairs can become a group. If possible, it is best to divide according to the level of learning. After grouping, members of each group discuss and determine the level of four people according to their usual academic performance. According to the results, everyone corresponds to one of four levels: A, B, C and D. A is the group leader, and D students are generally students with learning difficulties at this stage. After that, the class representative will record the names of the students represented by each group of four levels. Since each large group consists of two groups, group activities can be carried out independently or together with the large group. The members of each group are subdivided into A 1, B 1, C 1, D 1 and A2, B2, C2 and D2 according to the role of the group. The level of each team member is not static. After each regular test, we should adjust the level, implement dynamic management, stimulate everyone's enthusiasm, and form a good atmosphere for catching up and learning.
2. Task allocation. Before each group report, the teacher should assign tasks. In order to make everyone fully preview and learn more fully, every student previews all the contents to be shown the next day the night before class. The next day in class, the general way is to draw lots. The teacher will decompose the total learning tasks and distribute them to each group as evenly as possible, and the group members will cooperate to complete them. No matter what kind of class students do not preview, they can't show it. Students perceive the formation process of new knowledge through autonomous learning and exploration, and solve problems through group interaction and cooperation. Because we preview each question before class, other groups can ask questions and sometimes have the opportunity to answer them first.
3. Division of roles. Before the class presentation, four members of each group should discuss and determine each person's role and send the best lineup of their group. The tasks set by the teacher for the four roles are: one person analyzes and explains; One person points out the knowledge points used in this question and the key points of this question; A person said a note, a friendly reminder; The last person summarizes, expands and popularizes this topic (this role is usually played by the team leader). After the exhibition, it will be evaluated mainly according to the level of the first role-interpreter. If it is explained by students at D level, their scores will be higher than those at other levels. Therefore, each group will send D-level students to explain as much as possible, which will greatly enhance the self-confidence and enthusiasm of these students and achieve the goal of improving everyone.
4, interspersed with questions. In the class presentation, each group takes turns to speak. When presenting the tasks of this group, the gains of each member are self-evident. However, if other groups show it, those students who are spectators can't guarantee that everyone will gain something, and some students simply don't listen. In order to solve this problem, after thinking and repeated practice, such improvements have been made: on the one hand, "audience" can ask questions to "actors" by rushing to answer questions, and can interrupt at any time, of course, pay attention to listening, otherwise the quality of questions cannot be guaranteed; On the other hand, "actors" can also test "audience" with impromptu questions. This kind of two-way interspersed questioning can be graded according to the level of participants, which greatly improves the enthusiasm of each student, improves the classroom efficiency and makes everyone gain more or less every minute.
5. Score evaluation. According to the law of education, there are differences in knowledge, ability and self-confidence among students with learning difficulties, average students and gifted students. The efforts made by students of different levels to do the same thing are completely different. For this reason, we should acknowledge differences, respect them more, and encourage children who are temporarily behind to make continuous progress. Based on this principle, I first designed a scheme of corresponding scores at all levels, which was finally determined as: 20 points for layer A; B layer 30 points; C layer 40 points; 50 points on the d floor. For example, a student in Class D will get 50 points if he or she succeeds in every activity in the class. In order to make the score statistics concise, each group accumulates the score by itself, and the students in layer B are assigned to be responsible for accumulating and recording the score, and commenting and reporting the score at the same time. If you have any questions about the reported scores, any group can raise questions at any time. Through score evaluation, children's interest in learning at this age can be greatly improved and good learning results can be obtained.
6. Learning procedures. No matter what kind of class you attend, the learning procedure of "preview before class-demonstration during class-review after class" is basically adopted. 5 ~ 10 minutes before the end of each class, the teacher leads everyone to preview the main contents of the next class, assign tasks (that is, all the topics shown in the next class), and warm up to pave the way for students to heat up after class. The first thing in class is to preview communication. Students summarize the main knowledge points involved in this lesson, and then show the typical topics chosen by teachers. Each group tries to make a thorough analysis of the topic through various roles, so as to achieve the effect of drawing inferences from others. With the enhancement of the timeliness of preview, students' display in class presents a warm atmosphere of constant surprises and colorful, and students' learning enthusiasm is extremely high.
7. harvesting operations. Let harvest be the strongest sound of students' homework after class, and let homework become an extension of classroom happy learning. Students' after-class review is mainly achieved by doing the homework of "harvesting this book", so that the gains in class extend to extracurricular activities. I tried an unconventional assignment and writing method: ① What to write? Writing down today's essential questions is what I gain the most from listening, showing and communicating after class. The topic is self-selected and the quantity is self-determined, which varies from person to person and can fully reflect a person's personality. 2 how to write? For a certain problem, writing can be organized around analysis, solution, knowledge points, error-prone points, key points, law refining, summary and promotion, and extension. In order to make these assignments serve themselves better in future study, the teacher suggests that students use two-color or multi-color pens to write important sentences that need to be marked, approved and commented. (3) What is the effect? It should be said that the effect is remarkable. Some students describe their feelings like this: writing this kind of harvest homework every day is like picking up beautiful shells at the seaside. When you get home, you should carefully connect them one by one, you can watch them or accumulate collections. I feel very enjoyable. Some students said that they couldn't put it down when they saw what they had written, and they wanted to write again after writing. Judging from the intention of designing this kind of homework, it has the following effects: avoiding plagiarism and reducing invalid labor; Cultivate innovative ability; Improve the standardized writing of problem solving; Exercise the ability of induction and summary; As a position for written communication between teachers and students, teachers can often communicate with students and encourage them through some enlightening comments. Many students' homework is particularly wonderful, which makes me feel the joy of teaching and learning. Personally, I didn't like watching homework before, but now I look forward to the homework I have to do every day-watching homework. In order to make the effect of homework more remarkable, we have carried out activities such as the selection of homework stars and the posting of stars, which greatly mobilized students' enthusiasm for learning. Our homework has gradually developed into a kind of homework culture, which has become the most eye-catching in many aspects of teaching.
8. Encourage progress. This work can be said to be everywhere. Outstanding performance in the following links: (1) class demonstration. In the process of each group's presentation, all teachers and students will applaud as long as they feel that a classmate or a group has performed well or made great progress in standing posture, language, voice, analysis and explanation level, cooperation consciousness, summary and promotion, etc. Sometimes this kind of applause is an uncontrollable outpouring of true feelings, and the students who are congratulated will remember it as a major event that has affected their hearts for a long time. (2) homework correction. As soon as the students' exercise books are opened every day, the communication with students will flow in the pen. This kind of communication can be an answer to students' questions or a guide to the growing children's ideological confusion. In a word, students trust their teachers very much, and I also take this opportunity to often write some encouraging comments to encourage them, which plays an important role in their growth and progress. (3) After the test. After each stage test, I will invite the students who have made great progress to the stage and shake hands with them to express my sincere congratulations. At this time, there will be the brightest smile on my face, and the students who have not been congratulated will secretly make up their minds that it is time for me to go on stage next time. This makes the atmosphere in the class more tense than learning to help.
9. Cooperation after class. The biggest advantage of group cooperation is the cooperation among group members after class. Because there are many problems, students don't need to find a teacher to solve them. It is most appropriate to adopt the strategy of "teaching soldiers by soldiers". In order to make this strategy of "teaching soldiers by soldiers" more targeted, the teacher suggested that four group members pair up and help each other in the group. Among them, layer A and layer D are paired, and layer B and layer C are paired, so that the responsibilities are clear, students can still study enthusiastically without teachers, and many small teachers often work hard in the class. In order to make the students with learning difficulties have a stronger internal driving force and make this cooperation more active, serious and fruitful, I adopted a "task-driven" approach: first, I asked each group of students at the same level to pass the blackboard performance test in class; The other is to test the ability of these students in group presentations. The purpose of doing this is to tap students' inner health and upward strength. It should be said that the cooperation between students after class will bring the most fruitful promotion to every child.
10, answer first. In a series of classes, such as new lessons, practical lessons, review lessons and papers, sometimes students cannot or are not suitable for independent presentation. For example, in the initial class of a unit, the students' knowledge is not systematic and they are in the state of beginners. At this time, the teacher's explanation and guidance are essential. However, in the process of teacher's explanation, how to mobilize the attention of all students to the maximum extent is a very critical issue. For this reason, after repeated thinking and practice, we finally adopted this method: the teacher asks questions immediately during the explanation, and every student can stand up and answer. If you answer correctly, you can add points according to your level. If the same question is grabbed by two or more students, we should be modest in accordance with the three principles of democratic adoption. Only this reform has aroused great interest of students at all levels in the class, and the learning atmosphere is extremely hot. Everyone listens carefully, asking questions, questioning and learning. Before the class is over, each group will announce the answers by scoring.
1 1, layered detection. The competition among students should be based on the same level of fair competition. We acknowledge differences, but we must respect them. To this end, I will take this difference into account in my homework requirements and small tests. For example, the homework rated as "very good" by the teacher may be just "better" for the A-level students, because the D-level students have to work harder than the A-level students to complete the same task, so the teacher should give enough tolerance and care to the students with learning difficulties. In the classroom test, it will be more effective for students of the same level to compete, and the test results will bring motivation to the later study. In addition to paying attention to students with learning difficulties, the cultivation of A-level gifted students can not be ignored. They are often given challenging tasks to exercise their abilities in class, and they also shoulder the heavy responsibility of "locomotive". There are also floors b and c, which should be arranged reasonably and taken care of by everyone. In short, only when every child in the classroom moves can classroom teaching be efficient.
12, class summary. In order to cultivate students' summing-up ability, especially some top students, I will design students' summing-up links in various classes. In the review class, there will be a student as the speaker in each class, and it is required to lead the whole class to review the important knowledge points involved in this lesson in the first 5 minutes after the class begins. Their explanation must be based on the careful preparation of lessons the night before, and with a very responsible attitude towards the whole class, they not only exercised their own ability but also did not delay everyone's time. The teacher will train the speaker before class. In the examination paper marking class, the group leader will be arranged to summarize and comment on the progress of the group members and the analysis of the examination paper; A few minutes before the end of the new class, one or several students will come to the stage to summarize the gains of this class. We must evaluate the student's summary, which will help him to improve in the future and the whole class to participate in summing up the overall level of the students. This move will play an inestimable role in students' future study and development.