地理教学中开展合作学习“六部曲”

正合作学习以"不求人人成功,但求人人进步"为宗旨,"是以合作学习小组为基本形式,系统利用教学中动态因素之间的互动,促进学生的学习,以团体成绩为评价标准,共同达成教学目标的教学活动。"笔者认为,在地理教学中开展合作学习应从以下几个方面着手。一、选择学习内容,合理制定学习目标在开展合作学习前,教师应引导学生恰当地选     

浅谈生物教学中的合作学习

合作学习是生物教学活动中最常用的学习方式之一。选择恰当的学习内容,建立合作学习小组,教师的有效指导,是合作学习的三个要素。因此,教师在教学活动中要把握好这三个要素,以达到合作学习的真正目的。     

归因训练对学生合作学习的促进作用研究

本文着重研究归因训练对大学英语学习中学生合作学习的促进作用.研究结果显示,成绩较差的学生在经过归因训练 ,之后,与原来成绩较好、但未受归因训练的学生相比,在合作学习过程中的参与积极性、合作(互助)主动性甚至学习成绩提高度都比后者要突出;此外,前者在教学活动中表现出来的心态也比后者更积极、更有利于开展学生课堂和课后的合作学习.     

合作学习 让语文教学变得更高效

<正>合作学习理论是近年来被国内外教育界普遍推广和卓有成效的一种教学理论和策略,新的《普通高中语文课程标准(实验)》中也积极提倡自主、合作、探究的学习方式变革。那么,什么是小组合作学习呢?小组合作学习就是以合作学习小组为基本形式,系统利用教学中动态因素之间的互动,促进学生的学习,以团体的成绩为评价标准,共同达成教学目标的教学活动。近年来,笔者在语文教学中大胆探究小组合作学     

优化小组合作学习，提高课堂教学效率

小组合作学习（cooperativelearning）是以合作学习小组为基本形式,指导小组成员展开合作,系统利用教学中动态因素之间的互动,发挥群体的积极功能。提高个体学习动力和能力,以团体的成绩为评价标准,共同达成教学目标的教学活动。近些年,小组合作学习在我国教育中渐成趋势。随着在教学实践中的广泛应用。小组合作学习也存在了一些问题。主要包括小组分组不合理、小组合作秩序混乱、合作时机不当、效果不明显和合作时间仓促等。笔者结合所在学校的小组合作学习实际,谈谈如何增强小组合作学习的实效性,以求教于同仁。     

浅谈低段学生小组合作探究能力的培养

小组合作探究学习是新课程改革积极倡导的学习方式,它以一种以团体的合作成绩为评价标准,促使学生共同达成教学目标的教学活动.小学低段学生正是学习知识的黄金时期,培养学生小组合作探究能力应该要从低段开始.     

任务驱动模式下计算机小组合作学习的应用研究

小组合作学习是积极推动型和行动导向型的教学方式之一,也是新课标倡导的学习方式之一,属于微观教学法。它是以合作学习小组为基本形式,利用教学中生生互动、师生互动等动态因素,促进学生的学习,提高学生的学习动力和能力,以团体的成绩为评价标准,共同达成教学目标的教学活动。     

小学数学小组合作学习的操作策略

在数学教学活动中,建立合作学习机制,营造和谐轻松的教学氛围,有利于学生积极思考、大胆发言,学习主体地位得到体现。小组合作学习就是以合作学习小组为基本形式,系统利用教学中动态因素之间的互动,促进学生的学习,以团体的成绩为评价标准,共同达到教学目标的教学活动。     

低年级小组合作学习初探

小组合作学习是新课程积极倡导的有效学习方式之一,是以教学目标为导向,以异质小组为基本形式,以教学各动态因素的互动合作为动力资源,以团体成绩为奖励依据的一种教学活动和策略体系。合作学习也属于一种教学方式,与传统教学相比,它们有着许多质的不同。     

小组合作学习的成效与反思

<正>《数学课程标准》在前言中明确提出:"有效的数学学习活动不能单纯地依赖模仿与记忆,动手实践、自主探索与合作交流是学生学习数学的重要方式。"小组合作学习就是以合作学习小组为基本形式,系统利用教学中动态因素之间的互动,促进学生的学习,以团体的成绩为评价标准,共同达到教学目标的教学活动。在数学教学活动中,建立合作学习机制,营造和     

The effects of cooperative learning and learner control on students' achievement, option selections, and attitudes

We investigated the effects of studying alone or in cooperative-learning groups on the performance of high and low achievers, using either learner- or program-controlled computer-based instruction. A total of 92 sixth-grade students were classified by Stanford Achievement Test scores and randomly assigned to group or individual treatments, stratified by achievement scores. Both high and low achievers in the cooperative treatment performed better and had more positive attitudes toward grouping than did students working individually, on both program-controlled and learner-controlled computer lessons. In addition, the cooperative-learning group exhibited significantly greater improvement from immediate to delayed post-test than did the individual-learning group. For low achievers, the greatest improvement was in the program-controlled condition, and for the high achievers, in the learner-controlled condition. The learner-controlled cooperative-learning group, compared to the learner-controlled individual-learning group, chose to check its concept learning more often and spent more time interacting with the computer-based tutorial. These results suggest that cooperative learning provides beneficial effects, and imply a need for software designers to adapt computer-based instruction for cooperative learning to the different learning styles of high-and low-achieving students.     

合作学习在化学教学中的应用

以教师为中心、以考试为目标的传统的教学模式,不利于学生综合素质的提高。合作学习以合作学习小组为基本形式,系统利用教学中动态因素之间的互动,促进学生的学习,以团体成绩为评价标准,共同达成教学目标的教学活动。本从合作学习的内涵和理论依据出发,以分析化学实验为例,阐述了化学教学中合作学习的教学模式及其积极意义。     

The Application of Cooperative Learning in Improving Rural Senior High Students’ English

English teaching method has been improved and the effect of teaching has become greater these years in China,but it is not satis fying.Therefore,adopting experiment approach,the present study aims to solve the question:Can cooperative learning bring effect to the English learning? It chooses two classes from a rural school,one is experimental group which adopts cooperative-learning approach,the other is control group which adopts traditional approach.Focusing on the analysis and comparativeness of their two tests’ scores,it studies the influence of cooperative learning on psychology,learning environment and learning which bring to the English learners,making a con clusion that the application of cooperative learning can greatly improve English learning.     

合作学习模式在大学公共英语教学中的应用

合作学习模式是许多教育比较发达的国家普遍采用的一种富有创意和实效的教学方式。如何以学生为中心,有效组织学生活动已经成为提高大学公共英语教学质量的关键。文章介绍了合作学习模式的历史和现状,并结合大学公共英语教学实践,探讨了合作学习模式的应用策略、教学效果及存在的一些问题。     

Aptitude by Treatment Interactions and Matthew Effects in Graduate-Level Cooperative-Learning Groups

Abstract

The authors investigated the role of group composition on cooperative-learning groups. Participants were 275 graduate students enrolled in 15 sections of an introductory-level education research course who, through a modified stratified random assignment procedure, formed 70 groups ranging in size from 2 to 7. Using group as the unit of analysis revealed a small-to-moderate positive relationship between research aptitude (i.e., mean midterm and final examination scores) and group outcomes (i.e., scores on the article critiques and proposals)—the relationships involving the midterm scores suggested a Matthew effect, with respect to group outcomes. The authors found a positive relationship between degree of group heterogeneity (i.e, variability of the individual midterm scores) and scores on the article critique. A quadratic trend defined the relationship found between group size and performance on the article critique. Finally, a Treatment (i.e., group heterogeneity level) x Aptitude (i.e., mean midterm group performance) interaction was found with respect to the article critiques scores. Implications are discussed.     

知识管理视角下社会性软件在教学中的应用——以大学英语听力为例

随着现代教育技术及信息网络技术的飞速发展,各种社会性软件已被广泛应用到教学中,社会性软件也在个人知识管理中起着不可替代的作用。实证研究结果表明,社会性软件能够激发和强化学生的学习动机,优化师生关系,提高学生自主学习、协作学习的能力,以及完成师生个人知识管理等。     

老年大学多元教学模式研究

多元教学模式基于我国老年大学的教学现状、成人学习理论和老年人身心状况及学习特点而提出,其以学习者为中心,以教师为主导,旨在培养学习者的自主学习能力.该模式结合了以问题为基础的教学模式、传统教学模式和合作学习教学模式,为老年学习者的实际生活服务,以期提高其晚年生活质量.     

The Effects of Cooperative-learning in the Oral English Class

Oral English teaching is one of the essential parts in language teaching. However, the oral English teaching in Chinese college English large-scale classes is far from satisfactory. In the instruction process arise a variety of problems such as the passiveness of learners, the failure of timely feedback transmission and fewer chances of oral English practice.This study aims to probe into the effects of cooperative-learning in the oral English teaching of large-scale classes. It is the author's belief that cooperative learning may effectively improve college oral English teaching in large-scale classes.     

They Learn: I Know for I Was There

Lecture is the approach traditionally used to teach music theory courses. Although efficient in the delivery of large amounts of information in a short period of time, lecture lacks the effectiveness of an active learning approach. "Theory Survivor" is a unique cooperative-learning method based on the Student Teams-Achievement Divisions technique created by Robert Slavin. It combines the efficiency of lecture with the effectiveness of active learning. Using the motivational forces of group cohesion, extrinsic rewards, and positive peer pressure to its advantage, Theory Survivor provides a rich educational environment in which students thrive.     

Explaining Helping Behavior in a Cooperative Learning Classroom Setting Using Attribution Theory

This recently completed study examined whether attribution theory can explain helping behavior in an interdependent classroom environment that utilized a cooperative-learning model. The study focused on student participants enrolled in 6 community college communication classes taught by the same instructor. Three levels of cooperative-learning were employed. Survey data were collected from student participants presented with situations describing a group member who was not participating in the cooperative-learning process. Simulated scenarios, as well as “actual” experiences, were included for the purpose of analysis. Participant's emotional and behavioral responses were analyzed using independent–samples t tests, paired-samples t tests, and analysis of variance. Findings indicate that a student's willingness to help was influenced more positively when “uncontrollable” rather than “controllable” causes for nonparticipation were determined. Student in-class response to “actual” experiences differed from those reported in the simulated scenarios. The emotional and behavioral responses of students did not vary by age, gender, ethnicity, or level of cooperative learning employed in the class. Overall findings support attribution theory as a useful conceptual framework for explaining student responses regarding helping behavior in simulated situations. However, research results pose additional questions regarding the application of theory to practice and the implication for educators employing effective cooperative-learning activities in a classroom setting.