Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature
Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature
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DOI：
10.1080/00336297.2014.984733
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发表时间：
2015-01-01
期刊：
影响因子：
2.8
通讯作者：
Goodyear, Victoria A.
中科院分区：
文献类型：
--
作者：
Casey, Ashley;Goodyear, Victoria A.
体育学习、认知学习、社会学习和情感学习被定位为体育教育的合法学习结果。有人认为，这四个学习成果有助于促进学生参与体育活动的生活（贝利等人，2009; Kirk，2013）。合作学习被定位为一种能够支持这四种学习结果的教学模式（Dyson &凯西，2012），本文旨在探讨合作学习在体育教学中应用的实证研究报告在身体，认知，社会和情感领域（或其等同物）的学习成就。该综述发现，虽然学习发生在所有4个领域，但主要结果报告在身体，认知和社会领域。情感学习被报道为轶事，很明显，在这方面需要做更多的工作。文章最后建议，对这种和其他教学模式的结果的研究需要把重点放在最初的教学单元之外的学习上，并延长几年而不仅仅是几周。
Physical learning, cognitive learning, social learning, and affective learning are positioned as the legitimate learning outcomes of physical education. It has been argued that these four learning outcomes go toward facilitating students' engagement with the physically active life (Bailey et al., 2009; Kirk, 2013). With Cooperative Learning positioned as a pedagogical model capable of supporting these four learning outcomes (Dyson & Casey, 2012), the purpose of this review was to explore the empirical research in the use of Cooperative Learning in physical education reported on the achievement of learning in the physical, cognitive, social, and affective domains (or their equivalents). The review found that while learning occurred in all 4 domains, the predominant outcomes were reported in the physical, cognitive, and social domains. Affective learning was reported anecdotally, and it became clear that more work is required in this area. The article concludes by suggesting that research into the outcomes of this and other pedagogical models needs to focus on learning beyond the initial instructional unit and extend over a period of years and not just weeks.