How to make the junior high school mathematics classroom group cooperative learning more effective-毕业论文翻译.docVIP

How to make the junior high school mathematics classroom group cooperative learning more effective (Network paper one group prerequisite for the success of cooperative learning groups --- reasonable 1 grouping principles Make cooperative learning groups can be effective, we must first make a reasonable group of students. Panel members generally follow the ‘group there are differences between the two groups seek balance,’ the principle that character among its members within the group, gender, academic , thinking and learning abilities are different, because each group who are different, thus making the class a balance between the various groups, and this is the principle of cooperative learning groups within the group --- there are differences between the two groups seeking balanced. Group differences for team members to help each other may be provided, and groups seeking balance between the various groups but also for the whole class to create the conditions for fair competition. 2 groups to implement Composition of the group should be arranged to discuss teachers and students, we must consider the student’s achievement, personality, gender, communication skills, etc. but also guide students to learn to get along with different people, especially those concerned with weak communication skills, academic backwardness students to strive for the common progress of students within the group, requiring each member of the group and so threw himself into full participation in each group the number of 4 to 6 people, a term adjustment. Second, the success of cooperative learning groups --- a necessary condition for effective cooperation Learning task is to learn the task as the center, will implement the task team, both members of the group division of labor and cooperation, and will be credited to complete the task of group collective achievements. This learning activities and teaching of mathematics in the task-based teaching in close contact Accord