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1.
合作学习的理论基础简析 总被引：44，自引：0，他引：44
王坦 《课程.教材.教法》2005,25(1)
合作学习自20世纪70年代初在美国兴起以来,发展迅速,实效显著,成为当代教学改革最为成功的典范之一,深受世界上许多国家的关注与欢迎。合作学习成功的原因是多方面的,其中最为重要的一点即在于它有着非常坚实的理论基础。合作学习理论基础的主要内容为:社会互赖理论;选择理论;教学工学理论;动机理论;凝聚力理论;发展理论;认知精制理论;接触理论。 相似文献
2.
试论合作教学的理论基础 总被引：13，自引：1，他引：12
本文综合分析了国外相关文献,对合作教学的理论基础问题进行了较为深入的探讨,指出群体动力学理论、选择理论、教学工学理论、动机理论、社会凝聚力理论、发展理论和认知精制理论是构建合作教学论的主要理论基础。 相似文献
3.
本文综合分析了国内外相关文献，对合作教学的理论基础问题进行了较为深入的探讨，指出群体动力学理论、选择理论、教学工学理论、动机理论、社会凝聚力理论、发展理论和认知精制理论是构建合作教学论的主要理论基础。 相似文献
4.
作为一种表现教学过程的策略体系,教学模式的选择是建立在对学习者认知能力和动机分析的基础之上的。基于对远程学习者认知和动机特征的调查,探索适应远程学习者认知和动机特征的教学模式,必须遵循以下原则：教学理念上,重视培养学习者学习能力及其对社会和自我的认知;学习的组织上,以社会型教学模式弥补个体化学习的不足;面授教学的＂教师中心＂与多媒体课程的＂学生中心＂互补;教学方法上,针对不同教学内容综合运用多种教学模式。 相似文献
5.
合作学习的理论基础与实施策略研究 总被引：1，自引：0，他引：1
陈佳 《辽宁师专学报(社会科学版)》2009,(3):102-103
合作学习之所以能成为一种深受世界上许多国家关注和欢迎的教学理论与策略,一个很重要的原因就是它有着极其坚实和科学的理论基础。同时,合作学习是一种复合活动,其理论基础也自然具有复合的特色,主要有教学工学理论、动机理论、社会凝聚力理论等。本文详细介绍了合作学习的理论基础和实施策略,并指出在大学英语教学中实施合作学习时应该注意的问题。 相似文献
6.
一、互动合作教学法的理论基础人文主义心理学家和社会语言代表人物马斯洛和罗杰斯于20世纪70年代初提出在语言教学中的以学生为中心的新思想,后来扩展补充为“以教师为主导,以学生为主体”。互动合作学习(cooperative learning)起源于美国,并于上一世纪80年代中期取得实质性进展并发展成为理论性和实践性极强的一种教学理论与策略。互动合作学习模式是美国三十余年来的主流教学模式,它注重学生的思维发展、动手实践与合作共享。合作学习模式的产生主要是源于20世纪70年代早期美国Johns Hopkins大学的学校社会组织结构研究中心的社会科学家… 相似文献
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皮亚杰是建构主义的主要代表人物,其认知发展理论对于课堂教学的深化和发展产生了重要的影响,其认知理论对教学的意义主要在于四点:理解认知的发展;保持学生的主动性;制造认知矛盾;提供社会互动。这四个方面同样适应于幼儿园教学活动,为幼儿园教学活动的有效开展提供了重要的心理学依据。 相似文献
9.
一、合作学习的意义 合作学习是20世纪70年代初，在美国兴起的一种教学理论与策略。它在改善课堂内的社会心理气氛，大面积提高学生的学业成绩，促进学生形成良好的认知和非认知品质等方面效果显著，很快引起了各国关注，并成为当时主流教学理论与策略之一。80年代末，合作学习理论传入我国，并在实验中取得了较好的效果。 相似文献
10.
一、合作学习概述合作学习作为一种新的教学理论与策略,有着深厚而宽广的理论基础,目标结构理论(Goal Structure Theory)代表人物莫顿·道奇(M·Deutsch)认为:在个人化的学习情形中,学生们的努力目标是独立的,学生们认为他们是否达到学习目标与其他学生无关;而在合作性学习的环境实现目标时,学生之间是一种积极的相互依赖,学生们认识到,如果组内其他学生能达到目标,他们也能达到。社会凝聚理论(Theory of Social Cohesive-ness)的观点是, 相似文献
11.
Barbara E. Moely Silvia S. Hart Kevin Santulli Linda Leal Terry Johnson Nirmala Rao 《教育心理学家》2013,48(1-2):55-71
Research on teachers' efforts to influence the ways in which children approach memory tasks and understand and regulate their own memory processes has been limited, possibly because of the restrictive views of memory held by cognitive theories that have previously guided research efforts. A more complex perspective on the memory skills that develop over the elementary school years has been elaborated by developmental psychologists and information-processing theorists, but their work has had limited influence on either teacher-training practices or research in teaching. In order to begin to apply this newer perspective to an understanding of classroom teaching processes, research needs to consider teacher practices and expectations for children's learning and memory. A program of research that has been concerned with how teachers teach memory and metacognitive skills and with teachers' views of memory processes is summarized in this article, and implications for teacher training are discussed. 相似文献
12.
《教育心理学家》2013,48(4):291-311
The relationship between teaching and learning is examined from a perspective concerned with integrating the two phenomena along several dimensions. Traditionally, teaching and learning have been studied as separate entities. This discussion is based on the premise that within an educational context, teaching and learning are so intertwined in a dynamic and reciprocal process that they need to be considered as a single entity rather than as two separate ones. The need to consider the simultaneous effects of cognitive, affective, motivational, and developmental factors is also stressed. The evolution of research and theory on teaching and learning, along with issues associated with the application of psychological theory to educational practices, are examined for insights into the types of issues that need to be pursued in the next generation of research on the teaching-learning process. Several approaches to the application problem are critiqued, and examples of research that integrates concerns for teaching and learning are discussed. 相似文献
13.
张智 《云南师范大学学报(哲学社会科学版)》2004,36(5):108-112
社会互依性理论是理论、研究和实践良好结合的范例 ,主要研究人们在合作性或竞争性互依时的行动效率、内在心理过程、互动方式及其结局。本文分析了社会互依性理论的发展脉络与框架内涵。讨论了戴维·约翰逊提出的团队背景下的积极互依、个体职责、促进式互动、社交技能、组进程、竞争与努力条件等合作学习的关键要素。提出学校教育应从知情意行入手 ,通过开展合作性学习、倡导学习型团队 ,教会学生建构性地管理和解决冲突 ,减少消极互动和不良行为 ,促进心身健康。 相似文献
14.
自组织理论及其教育研究应用前景探析 总被引：1，自引：1，他引：0
自组织理论包括新三论(耗散结构理论、协同学、突变论)和超循环理论、分形理论、混沌理论,是系统科学发展的第二阶段研究成果。在教育技术领域内,教学设计的产生直接得益于系统科学研究的第一阶段成果——"老三论",遂将其置于四大理论基础中的首位。近几年,后现代课程研究中已经率先引入了自组织理论分析研究教育教学理论与实践,教育技术领域引介与应用这一重要的科学研究思想方法也势在必行。当前引入与借鉴的落脚点,主要表现在自组织理论为数字化学习理论——关联主义(Connectivism),以及教学过程中的协同学习、协作学习提供核心理论支撑,并对整个教育技术的研究方法具有重要指导意义方面。如果在一个更开阔的研究视野下看待自组织理论与教育技术研究的结合,发现人脑(或认知结构)中知识的自组织演化问题也很有研究价值。 相似文献
15.
张万喜 《武汉职业技术学院学报》2011,10(4):54-56,59
在研究建构主义学习理论及社会互赖理论的基础上,通过问卷对高职学生合作学习理论运用于英语自主学习现状进行调查与分析,发现高职学生在自主学习中合作学习理论的运用上还存在不足,提出了丰富教学形式、完善评价体系等建议。 相似文献
16.
关潇玥 《牡丹江教育学院学报》2011,(1):117-118
基于社会认知理论的外语教学理论目前是我国外语界比较热门的外语教育理论。社会认知理论为我国外语学习者的学习过程、学习动机、学习策略、社会文化环境等因素研究建立了理论基石,也为建构我国本土外语教学理论和教学实践提供了有利的理论支持。本文介绍了社会认知理论的概念,并探讨了社会认知理论对我国大学法语教学的启示——加强课堂教学改革、注重交际能力培养和提高跨文化意识。 相似文献
17.
Modern cooperative learning began in the mid- 1960s (D. W. Johnson & R. Johnson, 1999a). Its use, however, was resisted by
advocates of social Darwinism (who believed that students must be taught to survive in a “dog-eat-dog” world) and individualism
(who believed in the myth of the “rugged individualist”). Despite the resistance, cooperative learning is now an accepted,
and often the preferred, instructional procedures at all levels of education. Cooperative learning is being used in postsecondary
education in every part of the world. It is difficult to find a text on instructional methods, a journal on teaching, or instructional
guidelines that do not discuss cooperative learning. Materials on cooperative learning have been translated into dozens of
languages. Cooperative learning is one of the success stories of both psychology and education. One of the most distinctive
characteristics of cooperative learning, and perhaps the reason for its success, is the close relationship between theory,
research, and practice. In this article, social interdependence theory will be reviewed, the research validating the theory
will be summarized, and the five basic elements needed to understand the dynamics of cooperation and operationalize the validated
theory will be discussed. Finally the controversies in the research and the remaining questions that need to be answered by
future research will be noted. 相似文献
18.
现代教学理论对多媒体辅助语言教学的影响 总被引：2，自引：0，他引：2
对多媒体辅助语言教学产生较大影响的理论主要有三种：结构主义理论、认知和构建主义理论及社会认知理论。分别分析了这三种理论对多媒体辅助语言教学实践所产生的影响及其与多媒体辅助语言教学实践之间的互动关系。 相似文献
19.
Weihua Yu 《Asia-Pacific Journal of Teacher Education》2005,33(3):261-274
This article discusses an intervention project by means of motivational approaches in a British culture survey course for English majors in mainland China's university classroom context. The intervention uses such motivational theories as attribution and task orientation to motivate the teaching and learning of the EFL course so as to create a cooperative classroom environment. Theoretical bases of the Chinese heritage culture and motivation are examined, specific intervention procedures discussed, relevant data analysed and finally some suggestions regarding the EFL teachers' important role in promoting the quality of EFL education are made. The intervention results show that an innovative pedagogy to motivate students' metacognitive awareness, cognitive and socio‐cognitive ability in cooperative classroom learning situations different from the traditional cramming methods and examinations proves effective. Motivation should be given a central role in promoting China's EFL quality education. 相似文献
20.
Philip C. Abrami 《Educational Research and Evaluation》2013,19(2-3):113-136
This paper serves as the introduction to a collection of 8 projects and a commentary seeking to understand and promote complex learning using technology. Selective evidence on the current state of technology for learning in schools is summarized along with numerous recommendations. Key issues associated with the uses of technology to promote complex and active learning are highlighted. It is argued that accessibility and interactivity with the material and other learners are important features which influence the underlying motivational and cognitive processes which affect complex learning using technology. The nature of cooperative learning is briefly summarized emphasizing positive interdependence and individual accountability as means to promote peer interaction. Fourteen learner-centered psychological principles are listed under several headings: cognitive and metacognitive, motivational and affective, developmental and social, and individual difference factors influencing learners and learning. Finally, key issues in the technology integration process are discussed: creating the school vision, taking stock, partnerships, professional development, implementation, and review. 相似文献