A Study On The Problems And Countermeasures Of Group Cooperative Learning In Mathematics Of High-grades Of Primary Schools ——A Case Study Of H Primary School In Harbin

"Learning to cooperate" is one of the four pillars of education in the 21 st century.For students,the teaching method of group cooperative learning is one of the most powerful tools for learning to cooperate.With the development of economic globalization and the implementation of the "double reduction" policy,higher requirements have also been put forward for teachers’ classroom teaching methods.Moreover,compared with other subjects,mathematics is more rigorous in logic and more abstract in knowledge,making it more difficult for students to understand.Therefore,it is necessary for students to use group cooperative learning in mathematics classrooms in the upper grades of primary school to mobilize the enthusiasm of students to participate in group cooperation.It can help them understand abstract mathematical knowledge,improve their autonomous learning ability and cooperative communication ability,keep them up to date with the development of the times and more in line with the requirements of the times.Based on social interdependence theory,zone of proximal development theory and motivation theory,this paper takes mathematics teachers and students in grades 4 and 5of H primary School in Harbin as the research objects.Using the research methods of literature research,questionnaire survey,interview survey and classroom observation.The investigation was carried out from three dimensions before the start of group cooperative learning,during the group cooperative learning process and after the group cooperative learning.The problems existing in cooperative learning in mathematics classrooms in the upper grades of primary school mainly include: the division of labor is not detailed enough,the timing of cooperation is not scientific,the content and time are not reasonable,the participation of teachers and students is not high,the classroom order is poor,and the teacher’s evaluation method is inappropriate.In view of the above problems,this paper analyzes the reasons from the factors of teachers and students.From the perspective of teachers,teachers have low awareness and attention to the "double reduction" policy and group cooperative learning,lack of careful design of the content and time of group cooperation,misunderstandings about their own positioning,and unclear evaluation standards for teachers and teachers’ lack of reflective awareness,etc.In terms of student factors,senior students have insufficient awareness and ability of cooperation and communication,insufficient self-discipline ability,and students do not learn to review and reflect after class.And put forward targeted solutions from the three levels of schools,teachers and students: schools should pay attention to the cultivation of teachers’ group cooperative learning,teachers should increase the importance of group cooperative learning,and students should correct their attitude towards group cooperative learning etc.It is hoped that this paper can provide effective reference for mathematics teachers in the upper grades of primary schools when they conduct group cooperative learning.