Examination questions for recruiting teachers in Qinhuangdao over the years, primary school mathematics, not special post teachers, just harbor recruitment, thank you for sending them to my mailbox.

Examination questions and answers of primary school mathematics teachers' business study exam

I. Fill in the blanks (0.5 points for each blank, ***20 points)

1. Mathematics is a science that studies (quantitative relations) and (spatial forms).

2. Mathematics curriculum should be devoted to achieving the training goal of compulsory education, and embody (foundation), (popularization) and (development). Mathematics curriculum in compulsory education should emphasize (comprehensiveness), (continuity) and (harmonious development).

3. The mathematics curriculum in the compulsory education stage should be geared to all students, meet the needs of students' personality development, and achieve (everyone can get a good mathematics education) and (different people can get different development in mathematics).

4. Students are the (subject) of mathematics learning, and teachers are the (organizer), (guide) and (collaborator) of mathematics learning.

5. Mathematics Curriculum Standard for Compulsory Education (Revised Edition) divides mathematics teaching content into four areas: (number and algebra), (figure and geometry), (statistics and probability) and (synthesis and practice); The goal of mathematics teaching is divided into four aspects: (knowledge and skills), (mathematics and thinking), (problem solving) and (emotion and attitude).

6. Students' learning should be a (vivid) and positive (personalized) process. Besides (accepting learning), (hands-on practice), (independent exploration) and (cooperative communication) are also important ways to learn mathematics. Students should have enough time and space to experience observation, experiment, guess, (calculation), reasoning, (verification) and other activities.

7. Through mathematics learning in compulsory education, students can acquire the "four basics" of mathematics necessary for adapting to social life and further development, including (basic knowledge), (basic skills), (basic ideas) and (basic activity experience); "Two abilities" include (the ability to find and ask questions) and (the ability to analyze and solve problems).

8. In teaching, we should pay attention to correct handling: the relationship between presupposition and (generation), the relationship between all students and (paying attention to individual differences of students), the relationship between perceptual reasoning and (deductive reasoning), and the relationship between using modern information technology and (diversification of teaching methods).

2. Short answer questions: (5 points for each question, ***30 points)

1. What is the overall goal of mathematics learning in compulsory education?

Through mathematics study in compulsory education, students can:

(1). Get the basic knowledge, skills, ideas and experience of mathematics necessary to adapt to social life and further development.

(2) Understand the relationship between mathematics knowledge, mathematics and other disciplines, mathematics and life, and use mathematical thinking mode to think, thus enhancing the ability to find, ask, analyze and solve problems.

(3) Understand the value of mathematics, stimulate curiosity, improve interest in learning mathematics, enhance confidence in learning mathematics well, develop good study habits, and have a preliminary sense of innovation and a scientific attitude of seeking truth from facts.

2. What are the four requirements of the curriculum standard for solving problems?

(1) Initially learn to find and ask questions from the perspective of mathematics, comprehensively apply mathematical knowledge to solve simple practical problems, and cultivate application awareness and practical ability.

(2) Get some basic methods to analyze and solve problems, experience the diversity of problem-solving methods, and develop innovative consciousness.

(3) Learn to cooperate and communicate with others.

(4) initially form the consciousness of evaluation and reflection.

3. What are the four main aspects of number sense?

Sense of number mainly refers to the perception about the representation of number and quantity, the comparison of quantity, the estimation of quantity and operation result, and the relationship between quantity and quantity. Establishing a sense of number helps students understand the meaning of number in real life and understand or express the quantitative relationship in specific situations.

4. What are the six aspects of teaching suggestions for curriculum standards?

(1). Mathematics teaching activities should focus on the overall realization of curriculum objectives;

(2) Attach importance to students' dominant position in learning activities;

(3) Pay attention to students' understanding and mastery of basic knowledge and skills;

(4) Guide students to accumulate experience in mathematical activities and comprehend mathematical thoughts;

(5) Pay attention to the development of students' emotional attitude;

(6) Several relationships that should be paid attention to in teaching: the relationship between "presupposition" and "generation". The relationship between facing all students and paying attention to individual differences of students. The relationship between rational reasoning and deductive reasoning. The relationship between the application of modern information technology and the diversification of teaching methods.

5. What are the three characteristics of estimation? How to evaluate the estimate?

① The estimation process is diverse.

② Various estimation methods.

③ The estimation results are diverse.

Evaluation: Under the above premise, there is no right or wrong estimation, but the estimated result is different from the accurate calculation result.

6. What four different methods can be used to determine the direction and position of an object?

① Up and down, back and forth, left and right.

② East, south, west, north, southeast, southwest, northeast and northwest.

③ digital pair

④ Observation point, direction, angle and distance

Third, the application analysis of the new curriculum standard concept (10 score)

The following are the teaching objectives in the teaching design of Understanding of 1-5. Please briefly comment on the teaching objectives of this content according to the curriculum standards.

Teaching objectives:

1, so that students can use the number of 1-5 to represent the number of objects, know the numerical order of 1-5, understand and read the number of 1-5, and establish a preliminary digital consciousness.

2. Cultivate students' preliminary observation ability and hands-on operation ability.

3. Experience the fun of communicating and learning with peers.

4. Let students feel that there is mathematics everywhere in life.

Brief comments:

(1) synthesis (knowledge and skills, mathematical thinking, problem solving, emotional attitude).

(2) concrete (quantity, number order, number sense).

(3) Accuracy (use, experience and perception).

(4) Highlight the renewal of learning methods.

Iv. Answer: (4 points for each question, ***40 points)

1, when six good friends meet, every two people shake hands and one * * * shakes hands (15 times).

2. The aboveground 1 floor is marked as+1 floor, and the underground 1 floor is marked as-1 floor, which is 9 floors lower than the +2 floor. This floor should be marked as (-8) floor.

3. If an integer is divided by 300, 262 and 205 to get the same remainder, the largest integer is (19).

4. About 65,438+0,500 years ago, such an interesting question was recorded in Sunzi Suanjing. The book says, "Today, chickens and rabbits are in the same cage, with 35 heads above and 94 feet below. Chicken and rabbit geometry? " There are (23) chickens and (12) rabbits.

5. Students of Grade 4 and Grade 5 in a primary school went to visit the science and technology exhibition. 346 people lined up in two rows, the distance between adjacent rows was 0.5 meters, and the team walked 65 meters per minute. Now, it takes (1 1) minutes to cross a 629-meter-long bridge from two people at the head to two people at the tail.

6. Measure the water depth with a rope with three folds, and the length of the rope above the water surface is13m; If the rope is folded in half by 50%, the exposed part is 3 meters long and the water depth is (12) meters.

Xiaoling walks to school at a speed of 4 kilometers per hour along a highway. Along the way, she found that a bus passed behind her every 9 minutes, and she met an oncoming bus every 7 minutes. If the bus leaves at the same interval and the speed of the bus is the same, the bus leaves in (63/8) minutes.

8. There are 50 people in the choir. There is an emergency performance in the summer vacation, and the teacher needs to inform every member as soon as possible. If you call, notify 1 person every minute. Please design a telephone plan and inform everyone at least (6 minutes).

9. There are 42 red balls in the pocket, 15 yellow balls, 20 green balls, 14 white balls and 9 black balls. Then at least (66) balls must be found to ensure that 15 balls have the same color.

10. In statistics, average, median and mode can all be called the representatives of a set of data. Here is a batch of data, please choose the appropriate representative.

(1) For a class of 20 students, their attendance days in a semester are: 7 students are not absent, 6 students are absent 1 day, 4 students are absent for 2 days, 2 students are absent for 3 days, 1 person is absent for 90 days. Try to determine the number of days the students in this class are absent this semester. (Select: Average)

(2) Determine the representative of the height of your classmates, if it is for: ① physical examination, ② clothing promotion. (① Selection: Median ② Selection: Mode)

(3) A production team has 15 workers, and the number of parts produced by each person per day is 6, 6, 7, 7, 8, 8, 9,1,12, 12. What is the daily production quota (standard daily output) to make most people overproduce? (Select: Mode)

3. "Zone of proximal development" refers to a concept put forward by Soviet psychologist Vygotsky. He believes that in teaching, it must be noted that children have two levels of development. First, the current development level of children refers to the development level of children's psychological function formed by a completed development system; The second is the level of development to be achieved. Vygotsky called the difference between these two levels "the zone of proximal development". The performance is "the difference between the problem-solving level achieved under the guidance of adults and the problem-solving level achieved in independent activities". 4. Teaching mode (teaching method) refers to the teaching methods, the combination of teachers' teaching methods and students' learning methods in the teaching process, and the sum of methods to complete tasks. 5. Heart-to-heart method refers to a method that teachers organize the contents of teaching materials into several questions according to students' existing knowledge and experience, and guide students to actively think, discuss and draw conclusions, so as to acquire knowledge and develop intelligence. 6. Compared with the original syllabus, from the goal orientation, the mathematics curriculum highlights the following aspects: (1) attaching importance to cultivating students' feelings, attitudes and values about mathematics and improving students' confidence in learning mathematics; (2) Emphasize that students should go through the process of mathematization; (3) Pay attention to cultivating students' spirit of exploration and innovation; (4) Enable students to acquire the necessary mathematical knowledge, skills and thinking methods. 7. Classes can be divided into lectures, self-study counseling, practical classes, review classes, practical activities classes, experimental classes, etc. 8. The content that is closely related to the previous knowledge and has a great influence on the knowledge to be learned later is the focus of teaching. 9. The so-called "education" should focus on students' real life and future career development, and cultivate people for the future. "Education is essentially a social activity aimed at development and an important foundation for the survival and development of human society." 10, the goal of emotional attitude involves many aspects, such as curiosity, thirst for knowledge, self-confidence, self-responsibility spirit, willpower, mathematical value consciousness, realistic attitude and so on. 1 1. The so-called "autonomous learning" refers to the quality of learning, which is relatively "passive learning", "mechanical learning" and "others-centered learning". The concept of autonomous learning advocated by the new curriculum. It advocates that education should focus on cultivating students' independence and autonomy, guiding students to question, investigate and explore, learning in practice, and promoting students to learn actively and individually under the guidance of teachers. 12. There are many writing formats of instructional design, which can be classified into three categories: text format, table format and program format. 13. Teaching method is the way and means of teaching, the combination of the methods taught by teachers and the methods learned by students in the teaching process, and the general name of the methods to complete teaching tasks. 14. Practice refers to a teaching method in which students consolidate knowledge and form skills and technologies under the guidance of teachers. 15, "Mathematics classroom teaching mode characterized by problem inquiry" means: instead of presenting learning conclusions, students are allowed to discover and explore the relationships and laws between certain things through experiments, attempts, speculations and reflections on certain materials. 16, the four goals in the standard can be roughly divided into two fields: cognitive field and emotional field. Among them, knowledge and skills, mathematical thinking and problem solving belong to the cognitive field. 17, the general structure of teaching design is: overview, teaching process, blackboard design and teaching reflection. 18, the choice of teaching methods depends on the situation of different classes. In some classes, students' thinking is quite active, so we can consider the method of guiding discovery. Some people have a strong habit of reading textbooks, and they can also use self-study counseling appropriately. 19, there are four ways to produce problems: first, the teaching content is the problem; Second, the teacher provides questions; Third, students ask questions; Fourth, random problems in the classroom. 20. Mathematics curriculum objectives are divided into four dimensions: knowledge and skills, mathematical thinking, problem solving, emotion and attitude. 2 1. Teaching objectives have the function of guiding, encouraging and evaluating the whole teaching activities.

Professional examination questions for primary school mathematics teachers

The first part fills in the blanks (basic knowledge of mathematics curriculum standards) (15)

1, the comprehensive, sustainable and harmonious development of mathematics curriculum in compulsory education stage should be emphasized. Let mathematics education face all students and realize that everyone can learn valuable mathematics; Everyone can get the necessary mathematics; Different people get different development in mathematics.

2. Students' mathematics learning content should be number and algebra, shape and geometry, statistics and probability, synthesis and practice.

3. Meaningful mathematics learning activities can't simply rely on the way of _ _ _ _ _ _ _ _ _ _ _.

4. Mathematics teaching activities must be based on students' _ _ _ _ _ _ _ and _ _ _ _ _.

The second part is case analysis (please analyze the following cases around the spirit of the new curriculum standard)

Case 1: understanding the situation creation of the year, month and day.

In class, the teacher prepares a calendar from 1994 to 2005 for the students, and then asks the students to observe and discuss in groups. What do you find from these calendars? Students will report for duty in a few minutes.

Health 1: I found that 1999 is the year of the rabbit, starting from February 16.

Health 2: I found that 200 1 year is year of the snake, starting from 65438+1October 24th.

Hearing this, the teacher's expression in class is dignified, but the students' answers continue on this irrelevant information, and the teaching has entered an embarrassing situation. It turns out that every calendar that the teacher sends to the students has the words: X year (starting on X month and X day).

Please analyze the occurrence of this situation. If you are talking about how to create a situation in this class. (10)

This X year (starting from X month and X day) should refer to the Chinese zodiac in China. This teaching content is not involved in the textbook, so these interference conditions should be removed when preparing for the exam.

But if this question is found in class, when the first student answers (I found that 1999 is the Year of the Rabbit, starting from February of 16), the teacher should first confirm this student's answer (because his answer is correct), and then the teacher can ask, "Are there any other findings?" If the second student still answers (I found that the year 200 1 was year of the snake, and it started from 65438+1October 24th. ), then at this time, the teacher can say, "Both students have found information related to the zodiac in the zodiac, so what else have you found besides these?" I think if you are a student in your own class, you should know what you mean.

As for how to create a situation, if it is a home class, I would like to ask first: What do you know about "year, month and day"? Find out what knowledge you have mastered and what you need to focus on from the students' answers.

If it is an open class, there is no problem in introducing this course, except that there is some interference in your prepared study (zodiac), and because your questions are open to a certain extent, the students' answers must be varied. This time is to test whether the teacher can "freely" in class.

Case 2: A math teacher has such a fragment in the carry addition of first-grade math: 35+7=

3 5

+ 7

—————

4 2

When the students finish the vertical calculation and the teacher evaluates the composition, the whole class discusses the carry point in the vertical calculation:

1: I think the carry point should be written between ten digits and one digit, so that I can understand it as a carry point.

Health 2: I think the carry point should be written in the tenth place, so that it is clear that the tenth place is a number.

Health 3: I think it should be written as standard 1.

Health 4: I think it should be written as inclined point.

Teacher: Your opinions are all reasonable, but what the teacher likes best is to write them in ten places, so that I won't make mistakes when I add them. If I write between 10 and 10, I will be confused: is it a single-digit dot or a ten-digit dot? ……

Question: Do you think it is advisable for teachers to deal with the questions answered by students? Why? (10)

Mathematics is a rigorous natural science, and vague words cannot be used. Students must be asked to write where they should. )

Part III Problem Analysis and Countermeasures (30 points)

There are many open classes now, with lively atmosphere and lively classes, but behind the excitement, students' high-quality thinking activities are few. What do you think of this phenomenon as a teacher? What should we do?

We often find this phenomenon in class. Only a few people can answer questions well. Some students listen to others carefully, while others are absent-minded. In this case, how can you adjust so that another part of students can also participate in your classroom teaching (not just one class)

Since the new curriculum reform experiment, many teachers will encounter the phenomenon of students interrupting in classroom teaching. The specific performance is that students interrupt the teacher's mouth. When the teacher is explaining, guiding or unifying the requirements, the students suddenly give you an unexpected sentence; The student interrupted his classmate's mouth. When students ask a question or solve a problem, some students will unconsciously express their thoughts. As a teacher, how do you treat the interruption of students?

(Briefly talk about my views on these three issues: 1. Indeed, there are superficial excitement and inner emptiness in the current open class. In fact, to tell the truth, any teacher who has attended a large open class may have this feeling: he wants to talk to the students in details and show his true skills like a famous teacher. However, because it is an open class, I am afraid of making a fool of myself and the limitation of my own control ability, and I dare not let go of my hands and feet, and the design problem is not too deep. To solve this classroom phenomenon, it is necessary to strengthen teachers' interpretation of the text. Only by truly understanding the teaching materials can we have answers, talk with students in class, and let students have the ability to control. 2. The phenomenon that a few students are active and most students are willing to listen in class can not be ignored, especially in senior grades. I don't think it takes a day's work to solve this problem. Our teacher should start from every normal class and creatively design questions suitable for students at all levels, so that every student has the opportunity to stand up and answer questions and let them experience the happiness of answering questions. Over time, I think the number of teachers in the class will increase greatly. To tell the truth, I don't approve of children keeping diaries in the first grade. Our teaching should conform to the age characteristics of students. In the first grade, children should be guided to observe, feel and express more. Of course, the expression here should be oral. After all, the literacy of first-grade children is limited. The child can't speak well, and he can't wait to write what he can and can't say. Isn't this an additional burden for students? Doing so will inevitably make children tired of keeping a diary. )

The fourth part of the basic knowledge

1, Party A, Party B and Party C bought 18 pieces of candy together, and Qian Yi of Party A paid1/0/piece of candy on average, and paid 7 pieces of candy. After eating, Party C will take out 9 yuan money. How much will A and B each get back?

2.A, B, C and D ranked differently before the skipping competition. A said: A is second, D is third. B said: A is the first and D is the second. C said: C is second, D is fourth. In fact, the above three statements are half right. Where are a, b, c and d?

There are two baskets of apples with the same weight. After buying basket A 15 kg and basket B 27 kg, the remaining apples in basket A are four times as many as those in basket B. How many kg does each basket weigh?

4. Run four laps along the swimming pool with a length-width difference of 25 meters, and get ready to go into the water. It is known that * * * ran 600 meters. What is the area of this swimming pool?

5. On both sides of the road, erect a pole every120m for riding a bicycle. Xiao Wang needs 1 minute and Xiao Li needs 50 seconds. Now they both ride bicycles from the first line. When Xiao Wang rode on the post in lesson 8, Xiao Li began to catch up with Xiao Wang for a few minutes.

Competency test questions (60 minutes only)

Fill in the blanks (one point for each blank, ***2 1) 1. Lanterns are hung on National Day, and light bulbs are installed at the school gate in the order of "1 red, 2 green and 3 yellow", then 18 light bulb is-colored, and 37 light bulb is-colored. 2. Among the quadrilaterals learned in primary school, there are-both axial symmetry and central symmetry. 3. There are 8 tens of millions, 9 tens of thousands, 9 thousands and 5 hundreds, which are written as-and read as-and rewritten as "ten thousand", and one decimal place is about-ten thousand. 4. Make a cuboid with five cubes, and the side length is 1cm. The surface area of this cuboid is-10 square centimeter, and the volume is-10 cubic centimeter. 5. The sum of two discontinuous natural numbers multiplied by their difference, the product is 57. These two natural numbers are-and-. 6. In a proportional formula, the ratio of two ratios is equal to 2, and the two external terms of this ratio are two adjacent composite numbers within 10. This proportional formula is. 7. Make a cylindrical uncovered bucket with a bottom diameter of 6 decimeters and a height of 8 decimeters. At least 100 square meters of iron should be used. The volume of this bucket is 100- 100 liters. 8. The new teaching mode requires teachers to change their roles accordingly. Mathematics curriculum standards point out that they are the masters of mathematics learning and teachers are the sum of mathematics learning. 9, "Mathematics Curriculum Standard" points out that evaluation should pay attention to students'-,and pay more attention to what they learn. 10, in the evaluation, it is necessary to establish an evaluation target-evaluation method-evaluation system.

Second, happy choice (3 points for each question, *** 15 points)

1, the base area and height of cuboid and cone are equal respectively, and the volume of cuboid is () of the volume of cone. A, 3 b, 2/3 c, 2 d, uncertain 2. The previous term of the ratio is 4. When adding 8, the latter item must be () to keep the proportion unchanged. A, increase 8 B, expand 2 times c, multiply 3 D, expand 8 times 3. How many ways are there to divide a square into two identical parts by a straight line? ( )

A, 2 kinds of B, 4 kinds of C, 8 kinds of D, countless kinds of 4, the last four numbers are all six digits, N is a natural number less than 10, S is zero, and the numbers divisible by 3 and 5 are (A, NNNNSNNB, nsnsnsnsnsc, NSSNSN5 5, NSSNSNSNSN5, both parties ride bicycles from A to 60. A, 10 B, 8 C, 12 D, 16 3. Simplify the calculation if it can be simplified (4 points for each question, ***8 points) 8.97 ÷ 1/3+8.97× 97 5.4×. What is the volume of an iron sheet with a length of 6.28m and a width of1.2m after being processed into a cylinder? There are two sets of books. The first set of averages is 12.8, the second set is 10.2, and the total average of these two sets is 12.02. What is the ratio of the number of the first set to the number of the second set? 3. I hope the primary school will buy 60 footballs. There are three stores a, b and c to choose from. The football prices of the three stores are all within 25 yuan, but the preferential measures of each store are different. Shop A: If you buy 10 football, you will get two free ones. If you buy less than 10, you won't get them. B: 5 yuan is given a discount for each football. Shop C: After shopping in 200 yuan, I will return to 30 yuan. Which store should I buy from to save money? Eight, teaching case analysis (12 points): there is such a problem:

Example 4: The perimeter of the circular painting circle in the street garden is 18.84 m, and the area of the flower bed is how many square meters? A teacher omitted to copy the word "circle" when giving an example. As a result, when the students tried to do it, the following scene appeared: Student: (quietly) Teacher, this problem can't be done, there are no conditions and no shapes. Teacher: (after a moment of silence) If you can do this problem, please stop writing and raise your hand. At this time, most students raised their hands. Teacher: (referring to a person who didn't raise his hand) Can't you? Health: I think this question lacks a condition, just add the condition of "circle". Teacher: Yes, there is one condition. Actually, I didn't drop it on purpose. I just missed the word "circle" by carelessness. Fortunately, several careful students found it in time and brought it out. Here I want to say "thank you!" Teachers are not perfect, but also have shortcomings and mistakes. I hope the students will give me more advice in the future. At this time, those who raised their hands slowly put down their hands and stared at the teacher. Teacher: Now I think so. How would you design the shape of this street flower bed without the word "circle"? The perimeter is still required to be18.84m.. Design the pattern first, and then calculate the area of the flower bed, ok? Health: OK! Teacher: group design, compare which group of graphics is more. Team report: the design scheme is calculated by the students1:○ (18.84 ÷ 3.14 ÷ 2) 2× 3.14 Student 2 :□ (18.84 ÷). 2 ⅹ+3. 14 ⅹ = 18.84 sheng 5: (18.84 ÷ 6) 2× 2 sheng 6: (18.84 ÷ 3 ÷ 3) Health: Good! ...... Please analyze and evaluate this case in combination with the curriculum standards and the new teaching mode. (Throughout this class, teachers closely contact with students' existing knowledge and experience, accurately grasp the internal relationship between knowledge, constantly set up reasonable cognitive conflicts, and urge students to make effective guesses and verifications, which initially embodies the inquiry-based teaching mode of "creating situations-bold guesses-cooperative explorations-reflection and induction", thus fully embodying students' main role and teachers' leading role in classroom teaching. )

Read the following case and talk about the relationship between classroom presupposition and generation from the perspective of self-reflection.

In the teaching and research class of possibility, a teacher asked students to experience the practical activity of "what kind of objects are easier to be touched and less easy to be touched", in which the fourth group touched the red ball twice as often as the white ball and twice as often as the yellow ball. A: The two opposing concepts of "presupposition" and "generation" have been integrated into our teaching practice. Although many teachers always think that they are a pair of contradictions, just like a seesaw: there are more subjective presuppositions and less dynamic generation; There is much dynamic generation, and subjective presupposition is useless. But I think: students' spontaneous activities and teachers' preset activities are inseparable, and they blend with each other and penetrate effectively. "Generation" needs the guidance of "preset", and preset is the premise of "generation". Our classroom teaching should combine "presupposition" with "generation", and good classroom effect can only be generated in the interaction between teachers and students.

[Case Description] Fractional multiplication

Teaching clip: 1. Students find the lawn area according to the application problem "The lawn is 5 meters long and 2 meters wide". List formulas: As soon as the formula of 5×2⒉ appears, the teacher immediately organizes a group of four people to exchange algorithms.

In one group, because three students haven't figured out a method yet, the whole cooperation process had to be told by one student: ①(5+)×②5.8×2.5③×, and the other students applauded.

Please reflect on the above teaching fragments (mainly from the level of cooperation and independent thinking).

A: First of all, we must deal with the problem of independent thinking in cooperative learning, because although cooperative learning is a very important form of learning, it can only be completed on the basis of personal efforts. Only when students think independently and have their own ideas can they explore and communicate with their peers. In this case, because students don't have their own independent thinking process, they can't give full play to the advantages of Jamlom cooperation, and the three methods can't represent the level of our group. Students with learning difficulties get information directly from good students and go beyond independent thinking. Students with knowledge difficulties benefit less from group cooperation than from classroom teaching, and cannot achieve the purpose of cooperative learning. Therefore, before cooperative learning, students can be arranged to try on their own. When encountering practical difficulties, group cooperative learning will be better after they have certain experience and need to explore.