What are the design and implementation principles of cooperative learning? Teacher recruitment.

The traditional mathematics teaching model is centered on teachers, classrooms and books. Classroom teaching is a fixed mode, that is, reviewing new lessons-teaching new lessons-practicing and consolidating. Even if we pay attention to "preview" in the learning process, it is to better "teach new lessons" and let students accept "new knowledge" better and faster. Over time, it objectively leads to the dependence and inertia of students' thinking, which prevents students from actively learning and exploring, and even loses their creativity. Therefore, the new mathematics curriculum emphasizes that students' mathematics learning content should be realistic, meaningful and challenging, and it should be conducive to students' active observation, experiment, guess, verification, reasoning and communication. 1, the characteristics of teaching design The traditional teaching design overemphasizes presupposition and closure, which makes classroom teaching mechanical, boring and stylized, and the creativity of teachers and students can not be fully exerted. Now the newly promulgated mathematics curriculum standard clearly puts forward three-dimensional goals of knowledge and skills, process and method, emotional attitude and values, in order to realize the unity of conclusion and process, cognition and emotion, scientific world and life world. Therefore, the teaching design that meets the new curriculum standard should have the following main characteristics: 1. 1 integration. When designing classroom teaching objectives, we should reflect the organic integration of knowledge and ability, process and method, emotion and attitude; In every teaching link of the design, we should closely focus on the goal, so that students can acquire mathematical knowledge, master mathematical ideas and methods in active exploration, and cultivate students' rich emotions, positive attitudes and correct values. 1.2 The interaction between teachers and students in the interactive classroom realizes the integrity of the teaching process. Teaching is a teaching activity in which both teachers and students participate in the same time and space. They interact, depend on and restrict each other and run through the whole teaching process. A good teaching design should not only reflect how teachers teach, but also how students learn, so as to promote knowledge interaction, emotional interaction and thinking collision between teachers and students and make the classroom full of vitality. 1.3 open teaching design should be open from traditional book knowledge to students' life mathematics, and take students' individual knowledge and direct experience as important curriculum resources; In the teaching process, teachers should teach students in one direction, and students should communicate with teachers and students, so that the preset teaching objectives can be openly integrated into students' direct experience and unexpected experience in the implementation process; In terms of teaching methods, it is necessary to open up from indoctrination and pressure irrigation teaching to students' independent learning, inquiry learning and cooperative learning; In the design of exercises, we should be open to the uniqueness of answers, solutions, conditions, problem algorithms and results, so as to develop students' thinking and cultivate their innovative consciousness. 1.4 Effective teaching is regular, but there is no definite rule. It is important to have correct laws and pay attention to actual results. The ultimate goal of teaching design is to realize the classroom teaching goal. The determination of teaching content, the choice of teaching strategy, the choice of teaching media, the creation of teaching situation and the arrangement of classroom teaching structure must pay attention to actual effect, abandon the content, methods and forms irrelevant to the realization of goals, and solidly improve students' quality. 2. The main strategies of classroom teaching design The classroom teaching design reflects teachers' educational ideas and teaching strategies, and reflects teachers' teaching trajectory. In the new curriculum reform experiment, great changes have taken place in the content of primary school mathematics textbooks, classroom teaching structure, students' learning methods and the roles of teachers and students. There is no doubt that teaching design should keep pace with the times. The main strategies are as follows: 2. 1 Creating teaching situations and stimulating students' interest in participation are the most practical internal motivation to promote students' learning and the most realistic and active psychological component of students' learning enthusiasm. Once students are interested in learning, they will form a dominant excitement center in the brain, which will make all kinds of senses, including the brain, in the most active state, arouse students' high attention, and thus provide the best psychological preparation for participating in learning. It can be seen that a strong interest in learning is the premise of encouraging students to participate in learning. Therefore, in classroom teaching, it is necessary to create teaching-related teaching situations that make students feel real, novel and interesting through various channels, form students' mentality of "thinking without permission", generate eager exploration consciousness and stimulate students' interest in participation. In teaching, teachers can connect abstract mathematics knowledge with vivid practical content by telling stories, solve riddles on the lanterns, reading children's songs and playing games, so as to stimulate students' psychological needs. For example, some teachers creatively create situations when teaching "the basic nature of fractions", so that students can learn this abstract knowledge in a pleasant and tense atmosphere. Just after class, the teacher told the students a story of "monkeys sharing cakes": the little monkeys on Monkey Mountain like to eat cakes made by the Monkey King. One day, I made three cakes of the same size. First, divide the first cake into four pieces and give it to Monkey A 1 piece. Monkey B saw it and said; "It's too little. I want two pieces." The Monkey King divided the second cake into eight pieces and gave him two pieces. Monkey C was more greedy and said, "I want three pieces." The Monkey King took out the third cake, divided it into 12 pieces on average, and gave him three pieces. "Kid, do you know which monkey eats a lot?" After a while, the students all said, "Just as much." Then, the teacher asked, "What is fair for clever the Monkey King to meet the requirements of the little monkey? Do you want to know? " Just as the students were absorbed in the story and puzzled, the teacher said, "You will know through today's study!" " "Under the students' best psychological state, the new lesson has been carried out. Under the guidance of the teacher, after everyone gradually obtained the connotation of the basic nature of the score through comparison, synthesis, abstraction and generalization, the teacher humorously activated the students' thinking: "Now you know what rules the Monkey King uses to divide the cake!" "If the Monkey King wants 4 pieces, what do you think the Monkey King should do? Five dollars ... "The students answered confidently, and the teacher fully praised everyone:" You are really smarter than the Monkey King! " It not only consolidates new knowledge, but also satisfies students' thirst for knowledge. In the whole 40 minutes, students always study in a pleasant, joyful but tense atmosphere, which is embodied in "seeking development in happiness and happiness in development." 2.2 Carefully design learning methods to guide students to explore. The new curriculum standard is mainly the "cooperation-inquiry" interactive teaching centered on students' development. Teachers arouse the imbalance of students' understanding through contradictory events, guide students to understand and master basic mathematical knowledge and skills, gain mathematical ideas and methods in the process of independent inquiry and cooperative communication, and gain rich experience in activities. 2.3 Pay attention to the process and develop students' innovative thinking. Mathematics curriculum standard points out: "Let students experience the process of abstracting practical problems into mathematical models and explaining and applying them." This concept reveals that mathematics teaching is not only to master ready-made knowledge conclusions, but more importantly, to transfer existing knowledge to new situations and let students solve problems creatively.