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1、The THESIS OF Xiuyuan Middle SchoolSkillfully designing the way of participating in activities* makes group cooperative learning more energeticSubject： EnglishName： Liu HuDate: March. 2021Absrtact: group cooperative learning overcomes the disadvantages of traditional teaching, integrates the cpeativ
2、e principle of social psychology into teaching, and emphasizes the promotion of interpersonal communication for cognitive development. The purpose of group cooperation is to let each group member get something from it. Let the group members understand the InCthOdS in the cpcrativc learning, let the
3、students Ieam from each other, form good learning habits, make the students experience the joy of success in learning, improve the awareness and ability of cooperation, and enhance scif-confidcncc.Key words: cooperative learning; COOPeratiVC teaching; full participation; mutual evaluationIn the book
4、 teacher challenge: peaceful classroom revolution, Professor Sato in Japan stated: there is a peaceful revolution in the classroom, which is to establish a learning community. This is not only the common aspiration of teachers, but also the challenge in classroom teaching, and the challenge to guara
5、ntee everyones right to study. The key words in this challenge are respect, trust, listening and symphony. Group cooperative learning overcomes the disadvantages of traditional teaching, integrates the cooperative principle of social psychology into teaching, and emphasizes the promotion function of
6、 interpersonal communication to cognitive development. The purpose of group cooperation is to let each group member get something from it. Bui at the same lime, we also find that there arc still many problems in the group teaching of Ideological and moral education at present.1 . Analysis on the dil
7、emma of group cooperative teaching in Ideological and moral class at the present stageFirst of all, a lot of Ideological and moral classes have arranged group cooperative learning to discuss a topic. There is a gratifying situation of teacher-student interaction and student student interaction in th
8、e class. The whole class is alive. However, after calm observation. We will find that some so-called group cpcrativc learning have only form but no effective content, and the specific teaching design docs not stimulate students cooperation The consciousness of learning. The group discussion seems to
9、 be lively, but in fact, the students do not really effectively cooperate to explore, and may even discuss topics unrelated to the classroom.Secondly, teachers can not H)bilizc students to actively participate in ClaSSIWm discuion in class, and students enthusiasm to solve various problems in class
10、and after class in the nane of group is greatly reduced; some groups lack necessary preparation before cooperative learning, so they rush to discuss, and the order of group cperation is disordered, and students have no center: some group COOPeratiVe learning problems and contents are too simple It l
11、acks the value of discussion, research and communication, students have nothing to do when they cperate. and group learning gradually loses its vitality.The way teachers skillfully set up students to paicipatc in activities is the premise and important guarantee for students to explore and efteciive
12、ly cooperate in learning independently. Group cooperative learning leaves the premise of independent exploration, such as floating grass on water, and can not be realized, therefore, in teaching, teachers should not only give students time and space to think independently and explore independently,
13、but also set up the way of participating in activities, create opportunities for group cooperation and exchange for students, so that students can form their understanding of knowledge in the process of independent exploration, gradually improve their ideas in cpcration and exchange with others, and
14、 give full play to the effectiveness of group COOPCrUIiVC learning.2 .Try to solve the dilemma of group cooperative learning by skilllly designing the way of students participation in activities.Teachers can solve the problem only by leaching each other. As Baloch said in the article cooperative cla
15、ssroom makes learning full of vitality, it is really helpful to be in a group, because there are some facts that one can never think of, but through cooperative learning and exchange of views, more understanding can be achieved When one student learns, he will teach another student. This kind of gro
16、up cooperative learning can realize the atmosphere of students mutual teaching, interaction and independent cooperative inquiry learning in the classroom.For example. 1 will first let students self-study within a strictly limited time in the self-study link of the study case guide, and mark out the answers on the textbooks. After self-study, the team leader shall organize ihc nbcn of the group to teach each other. Because the
