Developmental and motivational perspectives on cooperative learning: a reconciliation
Developmental and motivational perspectives on cooperative learning: a reconciliation
复制标题
合作学习的发展和动机观点：调和
DOI：
--
复制
发表时间：
1987
期刊：
影响因子：
--
通讯作者：
R. Slavin
中科院分区：
文献类型：
--
作者：
R. Slavin
罗伯特·斯拉文合作学习的发展与动机观点：一种调和。儿童发展，1987年，58，1161-1167。对合作学习策略的研究主要从发展性和动机性两个方面展开。基于皮亚杰和维果茨基理论的发展观认为，学生之间以任务为中心的互动通过创造认知冲突和让学生接触到他们最近发展区域内的高质量思维来促进学习。与此相反，合作学习的动机理论强调，在所有小组成员的个人学习的基础上奖励小组，创造了有利于与学习有关的努力和积极帮助同伴的同伴规范和制裁。在发展的观点中，对小组学习努力的激励是不必要的或有害的，而在动机主义的观点中，它们对提高学习成果至关重要。本文回顾了发展和动机的观点，并提出了一个理论调和这些观点，强调团体奖励的作用，个人学习，激励学生提供高质量的帮助和详细的解释，他们的小组队友。
SLAVIN, ROBERT E. Developmental and Motivational Perspectives on Cooperative Learning: A Reconciliation. CHILD DEVELOPMENT, 1987, 58, 1161-1167. Research on cooperative learning strategies has been done from 2 major theoretical perspectives, developmental and motivational. The developmental perspective, based on Piagetian and Vygotskian theories, holds that task-focused interaction among students enhances learning by creating cognitive conflicts and by exposing students to higher-quality thinking that is within their proximal zones of development. In contrast, motivational theories of cooperative learning emphasize that rewarding groups on the basis of the individual learning of all group members creates peer norms and sanctions favoring achievementrelated efforts and active helping of peers. In the developmental view, incentives for group learning efforts are unnecessary or harmful, while in the motivationalist view they are crucial to enhanced learning outcomes. This article reviews research bearing on both the developmental and the motivational perspectives, and presents a theory reconciling these perspectives that emphasizes the role of group rewards for individual learning in motivating students to provide high-quality assistance and elaborated explanations to their group-mates.