Although cooperative learning has been carried out for many years, as a powerful way to reform traditional education and teaching, it has a very heavy weight in the classroom revolution, and it is a new way of learning and educational concept. So far, cooperative learning has been difficult to take root in the classroom, and there are problems such as formality, abandonment or false cooperation. Although there are many causes, systematic and structural, it is also directly related to the thin training. As Harvey Smoky Daniels, a professor at the University of New Mexico, puts it: "Kids go to school every day without developing the habit of working effectively with others." They didn't learn how to treat others with respect, be kind, cooperative, and empathetic, they didn't grow into responsible team members, supportive partners, and reliable employees, and they didn't practice these social skills that would allow them to succeed in school, college, and beyond. ”
Cooperative learning, applying what you have learned, interacting effectively, or constantly negotiating meaning in practice is not only an end in itself, but also a skill that Mazzano calls an "intentional skill" that is essential for group work! Content includes awareness of the power of explanation, fostering a growth mindset, developing resilience, avoiding negative thinking, thinking from multiple perspectives, interacting responsibly, handling disputes, and resolving conflicts. Unfortunately, in our specific educational practice, the training of students in this area is almost blank, and students do not have the basic skills of group cooperation and collaboration, so group cooperation is only a form or evolves into a "supporting role activity" (or "being active" more accurate) for teachers to show so-called new ideas. In particular, the highly autonomous cooperative learning groups have not really been established, and the internal and external obstacles to student interaction are mainly reflected in the following aspects:
From the perspective of the students' own problems, there are 5 types. 1. Lack of awareness and habit of interaction, can not regard peers as potential learning objects, and form a sense of responsibility of "I am for everyone, everyone is for me". Although our traditional culture has been helping each other and helping each other since ancient times, it has not taken root well in education, and we think that teachers are more authoritative, so our classroom is often centered on teachers or knowledge, rather than judging the teaching effect based on the occurrence of students' learning behavior. Classroom interaction should be seen now and in the future as a great cause of working with others to promote civilization and democracy. 2. Some students are timid about their knowledge possession and mastery, and they are silent about the lack of "apples" in the pockets of communication. One of the essences of the classroom is that students experience "social emotional ability learning" in the process of understanding and interaction, which accelerates students' social maturity. The British writer George Bernard Shaw said: "If you have an apple and I have an apple, and we exchange these apples with each other, then you and I still have an apple each." But if you have a thought and I have a thought, and we exchange those thoughts with each other, then each of us will have two thoughts. In essence, the better the student's social-emotional ability to learn, the more durable the learning behavior will be optimized, and the academic performance will be excellent. 3. Individual students do not have strong self-confidence and lack of sense of belonging. Perhaps because of the lack of interactive training for a long time, the lack of confidence and courage to "think with sound", the courage to shame people and the lack of dialogue. Students' awareness of self-concept is essential! If you do not fully recognize your own advantages and development possibilities, the level of self-efficacy is low, the endogenous motivation is insufficient, and the self-confidence is inevitably lacking. For example, some teachers let students read aloud, often verbally express or pass on information, and even let students learn in their favorite way, taking mixed learning and cooperative training learning, which improves the learning status of students. 4. After the group members express their differences of opinion, they do not know how to express themselves in a respectful way or regard the "differences" as "generation", and once again lead the topic to in-depth deep learning, and lack the corresponding etiquette and language skills. 5. There are certain "risks" in the discussion and learning of any issues and interpersonal communication, because of the difference in the leadership level of students, and the lack of strategies for the management and response to communication crises. This leads to cooperative learning being abandoned or off-topic.
Judging from the status of classroom teaching, there are 5 types. 1. The design problem task is single, and the same learning task makes different students feel that it has little meaning. For the learner, it is easy; for the cognitive difficulty, it is difficult. The former is tedious because it is too challenging, and the latter is escaped because it is too challenging. This is a difficult problem for class teaching! There are too many real-world dilemmas for providing personalized services for different students under large or even large class sizes that exist in reality. Therefore, project-based learning based on cooperation is most likely to be the best cooperative learning option. 2. Teachers have not yet fully realized that the substantive issue of cooperative learning is to transform the "rules" of how teachers support and promote the learning and development of students into the "rules" of how cooperative groups support and promote the learning and development of each group member. It is a matter of cooperative dialogue or learning about the construction and practice of the systematic rules of the community. Cooperative learning is the glue that builds together the edifice of meaning and creation, which has great significance in promoting the socialization of people. There are 6 conditions: love, humility, faith, trust, expectation, and criticism. These classroom cooperation cultures are not only the optimization of the relationship between teachers and students, but more importantly, the supporting rules in the class culture are "reduced to zero" and transferred to the supporting rules of group cooperative learning, so that students can subtly become the main body of self-education in the learning process. Sukhomlinsky said: "True education is self-education. 3, in the classroom cooperation, because it is not a real sense of cooperative learning, but to talk about discussion or "follow-up interaction", the teacher gushes endlessly, sometimes asks a question, asks a student to answer by name, and then asks another student to supplement it after a little comment, and so on, resulting in passive learning of students. This situation is caused by teachers' inability to understand the nature of cooperative learning. The essence of cooperative learning is to treat each student as a human resources and learning subject, treat students fairly and justly, respect students' learning rights, fully activate students, wisdom cooperation, wisdom education and teaching, rather than teachers becoming the only protagonists. Under realistic conditions, it is best to find a balance between teacher-centered and student-centered. For example, teachers rely entirely on a fixed curriculum, but certain topics and research are constructed from the students' own problems and are entirely deliberative. Here we must deal with the role play of teachers in student cooperative learning. It is to deal with the relationship between who is the subject, explicit and implicit, organization and evaluation, help and regulation, inspiration and guidance, observation and analysis, practice and migration, and give full play to the role function of "initiator, facilitator, regulator, and explainer" as summarized by Mazzano to promote the effective operation of the group. 4. Due to the tension between teaching tasks, teaching speed and cooperative learning, it is immature to think about the time allocation of cooperative learning or to control the problem of classroom generation, often allowing the best students to have more right to speak, teaching fairness is seriously challenged, the cooperative field has become a power field for a few students, and most students are "learned". This is the most important manifestation of educational injustice in the classroom! The impact on students' inner development is fatal. Students always feel that the teacher has "eccentricity", dividing students into three, six, nine and so on, and even the fundamental motive that leads to poor class management, teacher-student conflict, and school bullying, which has evolved a crisis of technology in teaching into a crisis of education. 5. Teachers do not have enough understanding of the formation of students' "self-concept", and the construction of cooperative group culture is not in place, which is not solved as an "environment creation" centered on student learning. Buber's "I-You" intimacy has not been established, mutual trust, mutual help, and openness are lacking, and cooperative learning is difficult to really happen. First, let students create an environment of mutual familiarity and trust. Pairs take turns sharing their personal experiences, hobbies, film recommendations, learnings, and opinions. Second, create a cultural environment of respect, inclusion, empathy, and gratitude. Knowing virtue and practicing virtue. Let students learn to shrink themselves, the heavens and the earth are big, and people cannot be arrogant. Again, ask students to often ask themselves: How will my contribution affect the event? What skills do I have to use to help other students? How can I learn from the rest of the group? This means constantly turning inward to "Rule the Province" and seeking the power of the depths of the soul! Finally, teach students interpersonal skills. Most students cannot have good interpersonal skills on their own, but must gradually obtain from the course of study, especially the development of interpersonal mental models and growth thinking. Here, students are taught cooperative skills through classroom setting, classroom atmosphere, clear responsibilities, language communication, activities and assignments, situation creation, role play, feedback, stories, movies, evaluations, games, etc. For example, how to ask for help, explanations, examples, and repetition; good at listening, praising others, good at asking questions, controlling time, polite language, etc.
From the perspective of social development, there are 2 types. 1. With the acceleration of urbanization, the acceleration of student mobility, the integration of urban and rural areas, the obvious differentiation of students, the intensification of the integration of identity, economy, learning resources, educational background, ethnic culture, etc., cooperative learning faces the challenge of integration and cross-cultural dialogue. 2. The integration of educational technology and learning methods is difficult, which is not conducive to students' cross-sectional, interdisciplinary and cross-spatial learning. Although it is now becoming a trend to customize and personalize flipped classrooms, micro-courses, online courses, etc., students' own research and development is particularly limited, and there are almost no shared platforms and resources for large-team cooperative learning and cooperative research.
An important task for teachers is how to find ways to get students to "stick" together by focusing on the learning goals, feeling indispensable to each other and obligated to provide wisdom to classmates, and have a positive emotional experience, that is, to be together is pleasant, comfortable, and acceptable. To this end, we must first establish a cooperative learning culture "centered on the universal needs of students (knowledge, rights, interests, safety, belonging, self-esteem, self-realization and transcendence, etc.)" to achieve true cooperation, but the premise must be systematic training and training of cooperative learning groups, so that students can actively participate, actively cooperate, learn efficiently, and grow healthily. Among them, the solution of the need for security, belonging, and respect is a prerequisite for turning to self-realization and transcendence, which needs to be addressed with emphasis. Only when students feel psychologically safe and comfortable will they agree with the principles and values of cooperation, can actively participate in cooperative dialogue, love classmates, classes and schools, study hard, produce a strong sense of belonging, respect others, respect themselves, and surpass themselves. The study found that a sense of belonging is related to the following factors – class participation, perseverance in the face of difficulties, expectations of academic success, intrinsic interest in academics, higher course grades, and teachers' evaluation of students' efforts.
According to the exploration at home and abroad, there are some effective methods and thinking tools that are worth learning, trying, perfecting, exploring and innovating. Training programs can be timely, short-term, long-term, coursework, or project-based.
The U.S. Common Core State Standards (CCSS) have anchored standards for cooperative learning for students from kindergarten to senior high school. Jacobs of the United States put forward nine principles of cooperative learning: First, to explore the principle of cooperative value, through the discussion of cooperative behavior standards, classroom seating arrangement, students interactive questions, questions, classroom classification (sharing things, seeking help, accepting help), cooperative games, etc. to improve students' understanding of cooperation, forming a cooperative atmosphere. The second is the heterogeneous grouping principle, through the group jointly design mascots, talk circles, snowballs, and focus methods to seek common ground in different differences and form a consensus on cooperation. The third is the principle of active mutual dependence, through the diced splicing method (the rotating "expert" student team teaches the main team of students or senior students to teach the lower grade students, to achieve "teaching others is equivalent to learning twice"), the grade method, thinking - pairing - sharing, writing - pairing - exchange, etc. to let students obtain cooperative learning skills. The fourth is the principle of responsibility to the person, through the writing cycle circle, take turns to speak, pre-test and post-test, pairing communication, show yourself and other cooperative learning. Fifth, the principle of mutual assistance at the same time, through paired review, numbering brain movements, mutual door-to-door communication, commenting on the foot, etc., let students form a "display is a habit" understanding, learn from each other. The sixth is the principle of equal participation, through the division of roles and clear responsibilities, such as facilitators, timekeepers, inspectors, drum mobilizers, questioners, recorders, voice controllers, observers, likers, summarizers, counter-questioners, etc., talk cards, talk networks that is, line groups, talk around their own fingers, and then pass lines to the group, with physical cognition; use music to present results, mind maps, etc. to provide necessary help for different students. The seventh is the principle of cooperative skills, which cultivates high-level cooperative skills by showing students' necessary cooperative skills, thinking skills, narration/interpretation, repetition, expansion, etc. The eighth is the principle of group autonomy, through deep learning such as observation, questioning, project learning, service learning, and extracurricular discipline cooperation.
From a worldwide perspective, the curriculum focuses on critical thinking and problem solving, creative and active learning, communication and cooperation, cross-cultural understanding and global vision, and the use of student-centered, project-based learning to promote the transformation of learning and teaching has become a trend, and effective project-based learning must use group cooperative learning. As long as we establish "teaching is teaching students to learn", put students in the "center" of teaching, system design, and persistently adhere to cooperative dialogue training, efficient learning will occur. I believe that group cooperative learning is based on "interaction-development", mainly through the meaning of consultation and dynamic construction, the key is that each member of the group should closely focus on the equality of discourse power (or equal opportunity) division of labor and cooperation, team spirit and value goals and inherent tolerance, empathy, listening, appreciation, criticism and other supportive and constructive culture to promote competitive learning. There are four purposes: one is to form autonomy, inquiry, consultation, compromise and synergy; the second is to identify, continue and continuously improve and improve, everyone has self-confidence and sense of gain, and confirms that their own internal strength continues to "emerge" and improve leadership; "the third is to form a positive classroom teaching culture and optimize the learning environment; the fourth is to organize, guide and lead students to self-evaluation, mutual evaluation, teacher evaluation, and group evaluation, establish a positive feedback mechanism, and absorb, learn, reflect and criticize in an open system of thought." If all four purposes are achieved, it is one of the most effective classroom logos.