合作学习的基本理论及其借鉴意义  

Theories of Cooperative Learning and Its Essence

作　　者：秦国林[1] 

机构地区：[1]肇庆学院外语系,广东肇庆526061

出　　处：《黑龙江高教研究》2007年第9期116-118,共3页Heilongjiang Researches on Higher Education

基　　金：中国高等教育学会"十一五"教育科学研究课题项目论文"合作学习与应用型外语人才的培养"(课题批号:06AIJ0130190)

摘　　要：合作学习是20世纪70年代初在美国兴起的教学理念。合作学习理论的代表人物之一罗伯特.斯莱文在其文章中着重阐述了合作学习的动机理论、社会凝聚力理论、认知发展理论和认知精致化理论;另两位代表人物约翰逊兄弟则将合作学习理论分为认知发展理论、社会行为理论和社会互赖理论。合作学习是以学生为中心的教学理念;它的动力理论及凝聚力理论也与归因理论有着密切的联系。合作学习的中心是合作,但它也强调了如何尊重学生,如何调动学生的学习兴趣、提高他们学习的动机,如何组织教学和改革教学的形式,如何改进学习方法和教学环境,尤其是如何培养学生的综合素质。Cooperative learning as a new teaching idea started in the United States in the early 70s of the 20th century. Robert Slavin, one of the representative theorists of cooperative learning, expounded in his article on motivational perspective, social cohesion perspective, cognitive developmental perspective and cognitive elaboration perspective; David W. Johnson and Roger T. Johnson, two other cooperative learning theorists, divided cooperative learning theories into cognitive developmental perspective, behavioral theory and social interdependence theory. Through our intensive researches on cooperative learning theories, we have found that cooperative learning is based on students - centred classroom, and its motivational perspective and social cohesion perspective also involve attribution theory. The essence of cooperative learning is cooperation, but cooperative learning also stresses the importance of mutual respect, and places emphasis on how to stimulate students＇ interest in learning and increase their motivation, how to organize and reform teaching, how to improve learning method and teaching environment, and above all, on how to promote the all - round development of students.

关 键 词：合作学习理论 以学生为中心 归因理论 

分 类 号：G40-012[文化科学—教育学原理]