Cooperative Learning in Small Groups: Recent Methods and Effects on Achievement, Attitudes, and Ethnic Relations
Cooperative Learning in Small Groups: Recent Methods and Effects on Achievement, Attitudes, and Ethnic Relations
复制标题
小团体合作学习：最新方法及其对成就、态度和民族关系的影响
DOI：
--
复制
发表时间：
1980
期刊：
影响因子：
--
通讯作者：
S. Sharan
中科院分区：
文献类型：
--
作者：
S. Sharan
本研究考察、评价和比较了最近发表的五种课堂合作小组学习方法，并对这些方法的作者进行的实验研究进行了分析、评价和比较。这五种方法是：Aronson的拼图课堂、DeVries的团队游戏锦标赛(TGT)、Slavin的学生团队和学术分部(STAD)、约翰逊的合作学习方法和Sharans的小组教学方法。前三种方法被归类为同伴辅导方法，后两种方法被归类为小组调查方法。这五种方法对学业成绩、学生态度以及废除种族隔离的课堂中的种族关系的不同影响是通过实验研究得出的。探讨了同伴辅导和G-I方法之间的区别的含义。这些合作的小组技术似乎对各种认知和社会情感变量产生了显著的影响，为研究提出了新的方向。
Five recently published methods for conducting cooperative small-group learning in the classroom, and the experimental studies conducted by the authors of these methods are examined, evaluated, and compared in this study. The five methods are: Aronson’s Jigsaw classroom, DeVries’ Teams-Games-Tournaments (TGT), Slavin’s Student Teams and Academic Divisions (STAD), the Johnsons’ cooperative learning approach, and the Sharans’ Small-group Teaching method. The former three methods are categorized as Peer-Tutoring methods, while the latter two are classified as examples of a Group-Investigation (G-I) approach. Findings are considered from experimental studies with these five methods, in terms of their differential effects on academic achievement, students’ attitudes, and on ethnic relations in desegregated classrooms. The implications of the distinction between Peer-Tutoring and G-I methods are explored. New directions for research are suggested with these cooperative small-group techniques which appear to exert noteworthy effects on a variety of cognitive and social-affective variables.