为讨论教学做准备——分组方式的选择及影响因素探究  

To Prepare for the Discussion-Based Learning:on the Choice of Grouping Methods and Its Influencing Factors

作　　者：龙琛[1] 

机构地区：[1]贵州医科大学医药卫生管理学院,贵州贵阳550001

出　　处：《现代教育科学》2017年第7期68-74,85,共8页Modern Education Science

摘　　要：讨论教学是一种为促进学生合作从而达到最佳学习效果的小组学习教学方法。如何促进学生间的合作学习需要不断探索,而怎样分组也是其中值得研究的内容之一。通过对本科学生进行问卷调查,探究在四种不同任务情境假设下性别、成绩、年级对分组方式的选择有何影响,分析得出男同学更容易考虑自身对于分组方式的偏好,女同学则更容易考虑任务需求;班级成绩排名前10%的同学对分组方式的偏好最不显著,成绩中等及中等偏上的同学对于分组方式的选择多考虑自身对于各分组方式的偏好而非任务需求。随着年级的增加,学生对于分组方式的偏好越来越显著,高年级同学显示出明显地基于自身偏好和认知而非基于任务需求进行分组选择的特点。Discussion teaching is a group learning method for promoting students＇ cooperation so as to achievethe best learning effect. How to promote cooperative learning among students needs continuous exploration,and how to group it is one of the contents worth studying. A questionnaire survey was conducted among under-graduate students to explore how gender, grades and grades influenced the choice of grouping in four differenttask contexts. The results are as follows： Male students are more likely to consider their own grouping prefer-ences; Female students are more consider the needs of the task. The top 10% of the students have the leastsignificant preference for grouping, academic record located on the moderate or above are also more likely toconsider their own grouping preferences more than the needs of the task. With the increase of grade, the pref-erence of students for grouping is more and more obvious. Senior students show obvious characteristics of groupselection based on their own preference and cognition rather than task demands.

关 键 词：讨论教学 分组方式 影响因素 

分 类 号：G424.1[文化科学—课程与教学论]