Promoting Helping Behavior in Cooperative Small Groups in Middle School Mathematics
Promoting Helping Behavior in Cooperative Small Groups in Middle School Mathematics
复制标题
促进中学数学小组合作的助人行为
DOI：
10.3102/00028312031002369
复制
发表时间：
1994
期刊：
影响因子：
--
通讯作者：
Sydney H. Farivar
中科院分区：
文献类型：
--
作者：
N. Webb;Sydney H. Farivar
本研究比较了两种旨在教学生如何在小组中有效工作的教学计划对成绩和言语互动的影响：合作学习与教学和实践的基本沟通技能和学术帮助技能（实验条件）和合作学习与教学和实践的基本沟通技能（比较条件）。六个七年级普通数学班（n = 166）被随机分配到教学条件。在小组工作准备后，学生们在同伴指导的小组中工作，为期4周的单元是关于分数运算的。结果表明，拉丁美洲和非洲裔美国学生给予和接受更详细的帮助，并表现出更高的成就，在实验条件比在比较条件。教学条件之间的差异更大的一个老师比其他。这些差异的原因进行了讨论。白色学生在语言互动或成绩方面没有显著差异。
This study compared the effects on achievement and verbal interaction of two instructional programs designed to teach students how to work effectively in small groups: cooperative learning with instruction and practice in basic communication skills and academic helping skills (experimental condition) and cooperative learning with instruction and practice in basic communications skills only (comparison condition). Six 7th-grade general mathematics classes (n = 166) were randomly assigned to instructional condition. After preparation for group work, students worked in peer-directed small groups on a 4-week unit on operations with fractions. Results showed that Latino and African-American students gave and received more elaborated help, and showed higher achievement, in the experimental condition than in the comparison condition. Differences between instructional conditions were greater for one teacher than for the other. Reasons for these differences are discussed. No significant differences between conditions, in verbal interaction or achievement, appeared for white students.