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A study on "Communications process in group work" in cooperative learning

合作学习中“小组工作中的沟通过程”研究

基本信息

批准号：
15500608
负责人：
URANO Hiroshi
金额：
$ 2.69万
依托单位：
Akita University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2003
资助国家：
日本
起止时间：
2003 至 2005
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-15500608/
关键词：
cooperative learning communication process study of instruction group activity learning process group discussion カテゴリー分析

项目摘要

The purpose of the present research was to examine the types of communication processes children would be engaged in the group activity at elementary school levels of education. Amongst others, the greatest focus was placed on describing the processes of cooperative learning in group work. In so doing, an attempt was made to develop an effective study method that should be employed in classrooms. The present report is a result of the research study that had been conducted in an elementary school in Akita Prefecture over the last two years.A series of observation studies were conducted on the 5th and 6th grade classes of arithmetic, national language and the classroom activity. There were approximately 20 pupils in each classroom. In those classes, the teacher was intentionally scheduled as the group' s discussing. The lessons were recorded on the video-tape. In addition to observing the whole class, one group was selected from each class for in-depth analysis. By doing so, it became po … More ssible to examine each child' s behaviors and facial expressions in a group work setting. The analysis of linguistic information that was recorded revealed communication patterns each child followed when getting involved in a discussion. Visual information was also analyzed for investigating non-linguistic behaviors, such as eye-movements, manual labors, non-verbal aspects of discussion, and so forth.The analysis of the data revealed the following.【Factors contributing group discussion】 (1)Advance knowledge and materials that children had had prior to discussion (2)Roles of group leader or chairperson (3)Memoing and note-taking by each child (4)Active involvement of each child in the form of cooperation (5)Teacher support, such as asking facilitative questions, positive intervention (6)Revelation of something ‘uncommon' in each child.【Factors inhibiting group discussion】 (1)Dysfunction of group leader/ chairperson (2)Too much attention to memoing/note-taking (3)Frequent interruption of talk (4)Inappropriate task for discussion (5)Inappropriate organization patterns (6)Teacher-student perception gap (7)Inappropriate support from the teacher out of context (8)Revelation of something ‘uncommon' in each child.It was also found that the leader of group work was not necessarily the leader of the whole class. It behooves homeroom teachers to notice this, as it is too often neglected in their instructions. Less

本研究旨在探讨小学阶段儿童参与集体活动的沟通过程类型。其中，最大的重点放在描述小组工作中的合作学习过程。在这样做的时候，试图制定一个有效的学习方法，应在课堂上使用。本报告是近两年来在秋田县的一所小学进行的调查研究的结果，对5年级和6年级的算术课、国语课和课堂活动进行了一系列的观察研究。每个教室大约有20名学生。在那些课堂上，老师故意安排小组讨论。这些课都录在录像带上了。除了观察整个班级外，还从每个班级中选出一组进行深入分析。通过这样做，它成为了po ...更多信息可以在小组工作的环境中检查每个孩子的行为和面部表情。对记录的语言信息的分析揭示了每个孩子在参与讨论时遵循的沟通模式。视觉信息也被分析用于调查非语言行为，如眼动，体力劳动，讨论的非语言方面，等等。[促成小组讨论的因素]（1）孩子们在讨论之前掌握的先进知识和材料（2）组长或主席的角色（3）每个孩子的回忆和笔记（4）每个孩子的积极参与合作的形式（5）教师支持，例如提出促进性问题、积极干预（6）揭示每个孩子身上“不寻常”的东西。[阻碍小组讨论的因素]（1）组长/主席的功能障碍（2）过于关注备忘录/笔记（3）经常打断谈话（4）不适当的讨论任务（5）不适当的组织模式（6）师生感知差距（7）教师不适当的支持（8）揭示了每个孩子身上“不寻常”的东西。同时也发现小组活动的带头人不一定是全班的带头人。班主任理应注意到这一点，因为这在他们的教学中经常被忽视。少