合作小組學(xué)習(xí)

1、甚麼是合作學(xué)習(xí)（Cooperative Learning）？,協(xié)同教學(xué)？小班教學(xué)？小組學(xué)習(xí)？,「合作學(xué)習(xí)是一種以小組形式進(jìn)行的教學(xué)策略, 組員藉著互相幫助去提升大家的學(xué)習(xí)成效，包括認(rèn)知及情意兩方面」（Johnson & Johnson, 1999）。,心理學(xué),認(rèn)知心理學(xué) ~ 發(fā)展論：個(gè)體的認(rèn)知隨著失衡現(xiàn)象平衡後而發(fā)展~ 矛盾論：個(gè)體盡力修正與人有衝突的概念~ 精緻化論：個(gè)體的認(rèn)知隨著本身已知重新組織而變得精緻行

2、為主義心理學(xué)個(gè)體的行為會(huì)因得到賞報(bào)而增強(qiáng)人本主義心理學(xué)個(gè)體在和諧互信的氣氛下主動(dòng)學(xué)習(xí),社會(huì)學(xué),社會(huì)互賴?yán)碚摚荷鐣?huì)成員因互相依賴而產(chǎn)生互動(dòng)社會(huì)接觸理論：小組成員透過接觸而提高小組的向心力及友誼,合作學(xué)習(xí)主要派別,Johnson & Johnson （元素派）Kagan （架構(gòu)派）Slavin（模式派）,合作學(xué)習(xí)主要模式,Johnson & Johnson共同學(xué)習(xí)法 (LT) － 任何科目Sharan &

3、amp; Sharan合作探究學(xué)習(xí)法 (GI) － 專題研習(xí)Kagan結(jié)構(gòu)取向 (Structural Approach) － 任何科目Slavin學(xué)生小組成就區(qū)分法 (STAD) －中、數(shù)、常小組遊戲競賽法 (TGT) －中、數(shù)、常拼圖法第二代 (Jigsaw II) －中、常,Johnson & Johnson,自行加上合作學(xué)習(xí)元素沒有固定步驟教師需對合作學(xué)習(xí)有深入認(rèn)識(shí),Kagan,等量參與同時(shí)交流精熟

4、 思考分享溝通方法易用簡單不受時(shí)空限制,Slavin,步驟清晰自己進(jìn)步，小組得益受時(shí)空限制方法有STAD, TGT, Jigsaw II,合作學(xué)習(xí)值得關(guān)注的問題,教師對合作學(xué)習(xí)的誤解課室與學(xué)?？臻g的限制學(xué)生未能掌握社交技巧學(xué)生未能建立團(tuán)結(jié)小組精神,,,,,Difference between Social Skills Pupils Need and teachers teach(%),P.S.：. * p<

5、;0.05 (McNemar test),,,,,The result indicates,Most of the teachers agreed that their pupils need to learn social skills, but For 8 of 15 items, there is significant difference between the percentage of teachers who agre

6、ed that their pupils need to learn the social skills and who have taught their pupils the social skills.,Recent articles on cooperative learning:Chan, K.W. (2004). Student perceptions of learning together. Internationa

7、l Journal of Learning, Vol. 10, 1231-1242.Chan, K.W. (2004). Using ‘Jigsaw II’ in teacher education programmes. Hong Kong Teachers’ Centre Journal. Vol. 3, 91-97.Chan, K W. (2004). Frequencies of small group activiti

8、es and the social skills in the implementation of curriculum reform. In Y.C. Lo & W.S. Li (Eds.). School curriculum reforms in Hong Kong (Research Series) (pp. 117-130). Hong Kong: Modern Educational Research Society

9、, Ltd. (In Chinese) Chan, K.W., & Hui, M.F. (2004). The application of ‘Group Investigation’ in Chinese language teaching: theory and practice. In M.S. Ho, K.M. Cheng, & K.C. Ho (Eds.). A century Chinese langua