中职计算机分组协作式教学浅探——以《幼儿教育课件制作》一课为例

分组协作式教学运用于中职计算机教学有助于培养学生的协作能力和人际关系处理能力。实施分组协作式教学,应先科学分组,再选择合适的学习内容开展分组协作式学习,最后对分组协作式教学进行合理的评价,以最大限度地发挥分组协作式教学的作用。     

协作式学习模式在小学高年级数学教学中的应用

小学教育阶段是学生学习的重要阶段,通过小学阶段的学习可以为学生日后的学习发展奠定基础。在传统的教学模式中,学生掌握的知识有限,为了提高学生的学习效率,教师应当对原有的教学模式进行改革。教师通过采用协作式的学习模式,使学生能够团结协作,更好的掌握数学课堂的教学内容,提高学生的学习能力。本文就协作式学习模式在小学高年级数学教学中的应用策略进行如下论述。     

谈中职计算机教学中分组协作式学习及应用

分组协作式学习模式是一种非常科学、有效的学习方法。信息技术学科需要学生自主学习、合作实践获得知识、能力和信息技术技能。分组协作式学习应用在中职计算机教学中是非常必要也能取得明显教与学效果的。基于此,本文对中职计算机教学中分组协作式学习模式进行探究,阐述了分组协作学习的基本内容,在此基础上详细探讨了分组协作学习的应用策略。     

用语文协作式学习模式讲授《阿Q正传》

语文协作式学习模式指的是利用网络以及多媒体等相关技术,由学习者发挥各自的认知特点,通过师生协作、生生协作,以达到学习、掌握教学内容的学习过程。协作学习便于学生取长补短,促进学生共同进步,既能达到事半功倍的效果,又可以培养学生的竞争意识和团队精神。合作学习的实施对教师的要求较高,教师要认真设计学习内容,     

分组协作式学习在中职计算机教学中的应用分析

班组协作式学习在中职计算机教学中的应用,能够调动学生专业学习的积极性、充分发挥团队智慧,进而培养学生的综合素养,为学生未来就业创业奠定良好的基础。基于此,本文以分析分组协作式学习在中职计算机教学中的应用情况为目的进行研究,首先阐述了分组协作式学习的基本内容;然后从数据收集与运用、分组方式选择以及分组实施策略等角度给出建议,探究教学模式构建方法;最后分析教学应用效果、做好总结与反思,以供参考。     

刍议分组协作式学习在中职计算机教学中的应用

计算机广泛应用于我国当今社会生活的各个方面,为满足社会科学的快速发展的需要,我国的应用型人才所具备的最基本的素质之一就是计算机的操作技巧.对于中职来说,应当重视计算机的教学,教学中最为关键的因素就是教学方法.分组协作式学习方法广泛应用于中职计算机的教学之中,这种方法既能够使学生主动积极的学习计算机,又能够使学生的学习效率有所提高.一、分组协作式学习分组协作式学习是指以小组为单位进行学习的一种方式.     

高中数学“协作式学习”教学模式探讨

转变学习方式对学生的影响重大。倡导相互协作、相互探究的学习方式关系到学生价值观、人生观、世界观的形成,意义远远高于学习本身。以高中数学教育为背景,对实施协作式数学学习的方法策略、出现的问题等方面进行详尽的分析与探析,证实目前教育教学背景下,运用协作式学习的教学模式进行高中数学教学的可行性,有助于培养学生的学习主动性和积极性。     

大学英语网络教学改革中协作式学习模式的研究

论述了网络化环境下的协作式学习模式是一种有助于确立以学生为主体、独立自主地进行创造性学习的辅助性学习模式。根据建构主义学习理论,提出了大学英语网络教学中协作式学习模式的构建,并对这一模式在教学中的具体实施进行了详细说明。     

基于ICL的教学方法研究

ICL（迭代式协作学习）教学方式是一种将循环学习法和协作式学习法相融合的新型教学方式。该方式强调在小组互助、自主学习的同时,不以单一的问题为研究对象,而是对有延续性的问题进行迭代式学习。通过将这种教学方式应用到实践中,发现基于ICL的学习方法从本质上改变了学生的学习习惯,对培养学生的创新能力、解决问题能力和自主学习能力有极大的帮助。     

在中职信息技术教学中应用分组协作式学习的探讨

信息技术是中职教育的基础课程,分组协作式学习是一种以生为本的教学模式,在中职信息技术教学中应用分组协作学习模式,不仅能够营造宽松、和谐的学习氛围,也能提高学生的团队意识和互动探究的能力。本文探讨在中职信息技术教学中应用分组协作式学习的优势,立足课程目标和实际学情探索实践分组协作式学习的可行路径和方法,以期满足职业素质教育的改革要求,助推中职信息技术教学实现创新和发展,以供参考。     

Assessing the impact of group projects on examination performance in social statistics

College teachers in the sciences and professional studies have endorsed collaborative learning group strategies for teaching undergraduate statistics courses, but few researchers provide empirical evidence that students’ quantitative skills actually increase as a result of the collaborative experience. Assessment of the efficacy of collaborative learning group techniques is frequently subjectively based, and often relies on casual comments from students or faculty. Despite this shortcoming, instructors searching for new and effective ways of teaching quantitative courses continue to experiment with collaborative pedagogy. Consequently, an exploration of the effectiveness of collaborative teaching modalities on students’ statistical knowledge seems warranted. This study examined the relationship between performance on collaborative learning group assignments and students’ examination scores in statistics. Data were derived from 270 students enrolled in nine sections of a social statistics course, taught between 1996 and 2004. The results both challenge and support the efficacy of collaborative learning groups, and suggest that faculty modify such techniques when evidence of student learning cannot be empirically linked to the collaborative experience.     

导学群服务体系下的合作学习探索

合作学习已经越来越得到人们的认可,人们赞赏合作学习理论所倡导的关注学生、尊重学生、师生平等的教学理念,也欣赏合作学习满足学生内在需求,让学生在互助交流中学习、提高的教学方式。探讨开放教育合作学习的含义、理论基础、合作学习的实施、意义等有积极的意义。     

Online Students’ Attitudes Toward Collaborative Learning and Sense of Community

ABSTRACT

Feelings of community increase information flow, cooperation, support, and a sense of commitment toward group goals. Many studies have explored the significance of sense of community and collaborative learning activities in online learning environments. Using a correlational study, the relationship between students’ sense of community and their attitude toward online collaborative learning was examined in this study. Results indicate that collaboration and sense of community were moderately correlated. A positive correlation between collaboration and students’ sense of community was determined. It was also noticed that the degree of correlation between sense of community and collaborative learning was higher among graduate students than among undergraduate students. Furthermore, a higher degree of correlation existed between a positive attitude toward collaborative learning and the dimensions of sense of community when compared to the correlation between a negative attitude toward collaborative learning and sense of community.     

A problem posing-based practicing strategy for facilitating students’ computer programming skills in the team-based learning mode

Computer programming is a subject that requires problem-solving strategies and involves a great number of programming logic activities which pose challenges for learners. Therefore, providing learning support and guidance is important. Collaborative learning is widely believed to be an effective teaching approach; it can enhance learners’ social interaction and offer a learning environment which provides rich learning experiences. However, the social interaction in collaborative learning does not occur automatically. Without proper guidance strategies or supporting tools for collaborative learning, the learning effects can be disappointing. To solve such a problem, a problem posing-based practicing strategy was proposed to support the development of a collaborative learning activity in a computer programming practice course. The students were guided to raise computer programming problems to boost the discussion among team members. The problems raised in each team were then exchanged and solved by another team to examine the coding and to provide feedback. To investigate the effectiveness of the proposed approach, an experiment was conducted in a C# programming course. Two classes of students from a university participated in the experiment. One class with 25 students was randomly assigned as the experimental group, and learned with a collaborative learning activity using the problem posing-based practicing strategy; the other class with 28 students was the control group, which learned with a conventional collaborative learning activity. The results show that the proposed strategy benefited the students in terms of improving their learning achievement, in particular, their programming skills. Moreover, it was found that the students who learned with the proposed approach had higher self-efficacy and lower cognitive load than those who learned with the conventional collaborative learning approach.     

Teaching collaborative skills with a group leader computer tutor

This paper discusses how a group leader computer tutor may aid students in learning collaborative skills in a co-operative learning environment. However, students need to learn collaborative skills and practice using them. The group leader computer tutor discussed in this paper is designed on the principles of co-operative learning, intelligent tutoring systems and computer-supported collaborative work within an intelligent collaborative learning system (ICLS). The group leader aims to facilitate group work on the task level and to teach students how to use collaborative skills in the discussion level as students work on networked computers in the Jigsaw method of co-operative learning. The ICLS and its group leader were used by two classes at a liberal arts university. Qualitative research shows that the students' co-operative attitudes changed and academic achievement improved from pre- to post-treatment. Students, especially, used the communication skill of openness in comment type discussions. The students enjoyed working collaboratively through the ICLS and their teachers thought that the experience was valuable for them.     

The roles of collective task value and collaborative behaviors in collaborative performance through collaborative creation in CSCL

Research has suggested that self or co-regulated learning is very helpful for the development of students’ autonomy, and is particularly important in online learning environments, because such non-linear environments tend to lack focus and teachers’ monitoring. The social cognitive research suggests that highly self-regulated learners have higher motivation and more control of their learning behaviors, and thus generate better outcomes on an individual basis rather on a group basis. This study thus attempts to extend the social cognitive perspective of self-regulated learning to collective regulated learning, and to investigate the relationships among collective beliefs (i.e., collective task value, a newly developed group motivation), collaborative behaviors (i.e., group cohesion, cognitive quality of collaborative interactions), and collaborative performance through collaborative creation in the CSCL environment. A total of 96 college students participated in this study. Both quantitative and qualitative analyses were applied. The results indicate that collective task value is a reliable and valid construct. The results also show that collective task value significantly predicts students’ group cohesion and collaborative performance, although it does not predict students’ cognitive quality of collaborative interactions. Students’ group cohesion and higher level of cognitive quality in collaborative interactions also both significantly predict their collaborative performance through collaborative creation in the CSCL environment.     

网络背景下大学英语合作学习探析

计算机与网络给大学英语合作学习模式的实现提供了必要条件,在网络背景下开展大学英语合作学习的具体应用策略有：做好课前导学设计,构建合作学习小组,设置学习目标,整舍网络资源,培养学生多元跨文化交际能力,采取多元化的评价手段。为建立全新师生合作关系,要求教师转变角色成为合作目标的引导者、合作学习的监督者、合作任务的探究者、合作效果的评价者。     

When Collaborative Learning Meets Nature: Collaborative Learning as a Meaningful Learning Tool in the Ecology Inquiry Based Project

This research suggests utilizing collaborative learning among high school students for better performance on ecology inquiry-based projects. A case study of nine 12th grade students who participated in collaborative learning sessions in the open field and in class is examined. The results show that the students concentrated on discussing the methods of measurement and observation in the open field, rather than the known methods from class or from the laboratory. Another major part of their discussions concentrated on knowledge construction. Knowledge construction occurred between students with same or similar learning abilities. The role of the teacher in these discussions was crucial: she had to deal with and dispel misconceptions; and she had to bridge the gap between low-ability and high-ability students, for enabling meaningful learning to occur. The article ends with a number of recommendations for using collaborative learning as a tool for achieving meaningful learning in high school ecology inquiry-based projects.     

Learning through collaboration: student perspectives

This research examines the effectiveness of collaborative learning pedagogies from the perspective of students. There is a rich history of research on collaborative learning demonstrating the effectiveness and this has led to indexing educational quality by student engagement. However, the findings from this study question the efficacy of collaborative pedagogies in their actual implementation. While collaboration was a part of the most highly rated learning experiences, these pedagogies were typically described as ineffective. Key factors that students see associated with effective collaboration are reported. The students’ perceptions of learning as reflected in their comments on collaborative learning, implications for setting expectations for college learning, and needs for faculty development are discussed.     

Collaboration and Peer Tutoring in Chemistry Laboratory Education

The aim of this study is to examine the effectiveness of collaborative learning with hints and peer tutoring with hints, and individual learning with hints in chemistry laboratory education in a secondary school. A total of 96 eleventh graders participated in this study. The study has a randomized pre‐test and post‐test design with a delayed post‐test. During the four‐week intervention, students were required to carry out eight lab tasks in total. The students filled in a 17‐item self‐assessment of learning gain questionnaire on the last day. Analyses of students’ learning achievements showed that students in both the collaborative learning and peer tutoring situations outperformed those learning individually with hints. The delayed post‐test, which was administered three months later, revealed that students who had been in the peer tutoring situation outscored those in the collaborative learning situation. Student self‐assessment questionnaires on learning gain provided further details in this regard.