Co-operative Learning - a Contextual Framework
Co-operative Learning - a Contextual Framework
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合作学习——情境框架
DOI：
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发表时间：
2011
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通讯作者：
Alan L. Wilkins
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文献类型：
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作者：
Alan L. Wilkins
合作学习（CL）比一组学习者一起学习的最初印象更复杂。本文试图提供一个框架，澄清所有的上下文相关的是什么目前被理解为CL。本文介绍了欧文、杜威、霍尔特和霍姆斯的历史和哲学观点，以说明我们目前的思想并不新鲜。教育思想家最近在价值观、方法和脑科学方面的贡献导致了对这种教育学（教育理论和实践）方法的当代解释。相关的实践领域得到了承认（小组工作，小组发展，体验式学习和企业教育），所有这些都有助于更全面地解释CL的更广泛参数。作为一个社会运动，在英国的合作发展的密切联系是详细的探索和提供CL在这个国家和国外的独特贡献。最后，对当前社会和经济问题（积极的公民身份、社区凝聚力、身份和归属感）的应用将CL置于所有学习者（无论其年龄）应享权利的中心。成功的有意义的合作教育计划，使用不同的CL方法需要相当的技能和奉献精神的教育者/促进者/调解人致力于一个信念，将学习者在他们所做的一切教育的核心。
Co-operative learning (CL) is more complex than might be apparent from an initial impression of a group of learners learning together. This paper attempts to provide a framework by clarifying all the contexts associated with what is currently understood as CL. The historical and philosophical perspectives of Owen, Dewey, Holt and Holmes are introduced to illustrate that our current thinking is not new. Recent contributions by educational thinkers on values, methods and brain science lead to a contemporary account of this pedagogic (educational theory and practice) approach. Related fields of practice are acknowledged (group work, group development, experiential learning and education for enterprise) that all contribute to a fuller interpretation of the wider parameters of CL. The close association with co-operative development as a social movement in the UK is detailed as a distinct contribution to the exploration and provision of CL in this country and abroad. Finally applications to current social and economic concerns (active citizenship, community cohesion, identity and belonging) place CL at the centre of an entitlement for all learners whatever their age. The success of meaningful co-operative educational programmes using diverse CL approaches demands considerable skill and dedication of the educator/facilitator/mediator committed to a belief that places the learner at the heart of all they do in education.