社会互赖理论对合作学习设计的启示  

The Implication of Social Interdependence Theory to the Design of Cooperative Learning

作　　者：郑淑贞[1] 盛群力[2] 

机构地区：[1]浙江外国语学院科研处,杭州310012 [2]浙江大学教育学院,杭州310028

出　　处：《教育学报》2010年第6期34-40,共7页Journal of Educational Studies

基　　金：全国教育科学"十一五"规划教育部重点课题"有效课堂合作学习应用深化研究"(课题批准号:DHA070161)成果之一;浙江省教育厅科研计划项目"社会互赖理论对合作学习设计的启示"(项目编号:Y200907138)成果之一

摘　　要：社会互赖理论主要研究个体间在合作性和竞争性社会情境中相互影响时的行动效率、内在心理过程、互动方式及结果。它通过积极互赖、消极互赖和无互赖等三种形式,分别产生促进性互动、反向互动和无互动,从而导致相应的结果。要使合作学习实施卓有成效,教师在教学设计整个过程中都要努力使学生之间产生积极互赖,尽可能地减少甚至避免消极互赖和无互赖。积极互赖的运作是通过加强个人责任感来实现,而促进性互动则是强调社交技能和小组反思。因此,社会互赖理论研究在互赖形态设计、个人责任设计、互动方式设计、社交技能设计和小组反思设计等五个方面,为教师开展合作学习活动提供了诸多启示。Social interdependence theory mainly concerns the action effects,internal psychological processes,interaction patterns and outcomes when individuals interact in the cooperative and competitive situations.It refers to three forms of interdependence,that is,positive interdependence,negative interdependence and no interdependence,which can create promotive,oppositional and no interaction respectively,and thus lead to the corresponding outcomes.In order to promote effective cooperative learning,teachers should make good efforts to stimulate positive interdependence and avoid negative or no interdependence among students in the instructional design.The operation of positive interdependence is achieved by enhancing individual responsibility;while that of promotive interdependence by emphasizing social skills and group processing.Therefore,social interdependence theory can provide implications for teachers to develop cooperative learning activities in five aspects of design： interdependence form,individual accountability,interaction pattern,social skills and group processing.

关 键 词：社会互赖理论 合作学习设计 积极互赖 消极互赖 无互赖 

分 类 号：G42[文化科学—课程与教学论]