Collaborative Learning
Collaborative Learning
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DOI：
10.4018/9781615209637.ch012
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发表时间：
2018-10
期刊：
影响因子：
--
通讯作者：
Gregg Walker
中科院分区：
文献类型：
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作者：
Gregg Walker
本研究首先从学习科学和认知心理学的角度对前人关于协作学习和合作学习的研究进行了综述。阐明了相互依存、认识论和建构知识主体的区别。其次，以8种数学教育学术期刊为基础，对1990年以来的数学教育协作学习研究进行了调查，对协作学习研究的现状和问题进行了思考。因此，合作学习研究的数量为20。前人的研究工作分为四大类：协作学习对知识和能力的提升研究、协作学习带来的条件研究、协作学习的结构研究、协作学习与ICT设备的关系研究。本文认为，作为研究课题，对协作学习的研究数量较少，对协作学习带来的条件进行研究的必要性，以及对协作与知识的起源和发展关系进行研究的必要性。
In this research, at first, the previous work of collaborative learning and cooperative learning was investigated on learning sciences and cognitive psychology. It is clarified the difference of interde-pendent, of the epistemology and of the subject who construct knowledge. The secondly, investigation since 1990 of the collaborative learning research in mathematics educa-tion was conducted based on eight sorts of mathematics education academic journals, and the present affairs and the issues of collaborative learning research were considered. As a result, number of the collaborative learning research was 20. These previous works classified four groups, the research of the knowledge and ability is able to pro-mote through collaborative learning, the research of the condition that collaborative learning is brought, the research of the structure of collaborative learning, and the research of the relation of collaborative learning and ICT apparatus. It is argued as the research of issues that the number of research on collaborative learning is a little, the necessity for the research on conditions that collaborative learning is brought, and the necessity for the research on the relation of the origin and development of collaboration and knowledge.