101 Reasons for Using Cooperative Learning in Biology Teaching
101 Reasons for Using Cooperative Learning in Biology Teaching
复制标题
在生物教学中使用合作学习的 101 个理由
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
T. Lord
中科院分区：
文献类型：
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作者：
T. Lord
在过去的几十年里，有许多研究支持或否定合作学习作为一种有效的高中生和大学生教育手段。合作学习的倡导者如McKeachie(1988)、Slavin(1987)和Johnson and Johnson and Smith(1991)等研究表明，当小团队以学生为中心共同努力解决挑战时，他们不仅更好地理解信息，而且比以教学为中心的教学更长时间地保持这些信息。合作学习的反对者指出，Collins(1970)，Langer&Benevi(1978)和Hill(1982)的研究表明，合作学习太耗时，责任太分散，太不正式，无法实现对年龄较大学生需要了解的复杂材料的高水平学习。由于这两种观点都得到了我看来很好的证据的支持，我决定在得出任何关于在我的生物教学中使用合作学习的结论之前，尽可能多地回顾合作学习的信息。这导致了几个月来阅读关于这一主题的专著、文本、期刊、摘要和转载。然而，这本书很有趣，不久我就仔细阅读了300多篇关于合作学习教学科学的文章。其中一些是枯燥乏味的、基于统计数据的研究报告，而另一些则是科学老师和教授关于合作学习如何在课堂上发挥作用的轶事描述，很容易理解。我的一个观察是，只有8%的文章报告了使用合作学习的负面体验(即非正式是课堂上的一种破坏性力量)。大多数报告提到小组成员在合作任务期间的活跃程度。小组工作提高了学生对科学的热情，并产生了更多理解同事观点的兴趣。一些研究提到，大多数科学教师倾向于专注于呈现固定的信息主体，拥抱竞争，而不是让学生参与学习活动。
OVER the last few decades, there have been numerous studies supporting or repudiating cooperative learning as an effective means of instructing high school and college students. The promoters of cooperative learning champion such studies as McKeachie (1988), Slavin (1987), and Johnson and Johnson and Smith (1991) that state when small teams work together to solve challenges in a student-centered fashion, they not only understand the information better but they retain it for a much longer period of time than they do with teachercentered instruction. The opponents of cooperative learning point to studies by Collins (1970), Langer & Beneventi (1978) and Hill (1982) that indicate that cooperative learning is too time-consuming, too diffuse in responsibility, and too informal to bring about high level learning of complicated material older students need to know. Since both positions were supported by what seemed to me to be good evidence, I decided to review as much cooperative learning information as I could before drawing any conclusions about using it in my teaching of biology. This resulted in months of reading monographs, texts, journals, abstracts and reprints on the topic. The reading, however, was interesting and before long I had perused more than 300 articles concerning teaching science using cooperative learning. Some of the writings were stuffy, statistically based research reports, while others were easily understood anecdotal descriptions from science teachers and professors about how cooperative learning worked in their classes. One observation I made was that only 8% of the articles reported negative experiences using cooperative learning (i.e. the informality was a disruptive force in the classroom). The majority of the reports mentioned how active the team members were during the cooperative task. The group work increased student enthusiasm for science and generated more interest in understanding the views of colleagues. Several studies mentioned that most science teachers tend to focus on the presentation of fixed bodies of information, embrace competition, and do not engage students in the learning activity.