Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory.
Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory.
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合作学习：通过基于经过验证的理论的实践来改进大学教学。
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
K. Smith
中科院分区：
文献类型：
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作者：
David W. Johnson;Roger T. Johnson;K. Smith
合作学习是通过研究验证的理论如何应用于教学实践的一个例子。合作学习的主要理论基础是社会相互依存理论。它对合作学习、竞争学习和个人主义学习做出了明确的定义。数以百计的研究证实了合作学习的基本命题，并证明合作学习(与竞争学习和个人主义学习相比)可以提高学生的成就，鼓励学生与同学和教职员工建立积极的关系，并改善心理健康和幸福感。在大学课堂上实施合作学习的操作程序，包括实施正式合作学习、非正式合作学习和合作基础小组所需的程序，都是从经过验证的理论中得出的。
Cooperative learning is an example of how theory validated by research may be applied to instructional practice. The major theoretical base for cooperative learning is social interdependence theory. It provides clear definitions of cooperative, competitive, and individualistic learning. Hundreds of research studies have validated its basic propositions and demonstrated that cooperative learning (compared with competitive and individualistic learning) increases students’ efforts to achieve, encourages positive relationships with classmates and faculty, and improves psychological health and well being. Operational procedures have been derived from the validated theory to implement cooperative learning in university classes, including those needed to implement formal cooperative learning, informal cooperative learning, and cooperative base groups.