| 识读合作学习 |
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| 引用本文： | 王方林.识读合作学习[J].教学研究(河北),2003,26(4):288-290. |
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| 作者姓名： | 王方林 |
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| 作者单位： | 华东师范大学 |
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| 摘 要： | 合作学习是指学生在小组或团队中为了完成共同的学术任务，有明确责任分工的互助性学习。一般来说，合作学习的基本特征有：积极的相互依赖，责任，面对面的相互促进，关注社交的技巧和小队运作的技巧；合作学习的实施过程包括：形成异质学习小队，呈现活动内容，小队讨论与实践，评估个体学生的掌握程度，计算小队提高分并确认小队的贡献；有效的合作学习需要一定环境(特别是物理环境、组织环境和指导环境)的支持。
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| 关 键 词： | 合作学习 基本特征 异质学习小队 物理环境 智力开发 学习理论 |
Understanding Cooperative Learning |
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| Wang Fanglin.Understanding Cooperative Learning[J].Research in Teaching,2003,26(4):288-290. |
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| Authors: | Wang Fanglin |
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| Institution: | Huadong Normal University |
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| Abstract: | Cooperative learning has four essential features: positive interdependence, accountability at the group and the individual level, face to face promotive interaction, the focus on interpersonal and small-group skills. The segments of implementing cooperative learning include: foming heterogeneous learning teams, presenting content, team practice, assessing individual student mastery, and calculating team improvement scores and recognizing team accomplishments. The implementing of cooperative learning can't leave the support of the physical, organizational and instructional environments. |
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| Keywords: | cooperative learning student teams team practice support environment |
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