2。2 Elements of cooperative learning论文网

Nowadays, cooperative learning in the classroom still stays on the surface of the formalization, and can’t really play the roles in promoting the comprehensive development of students。 In order to correctly understand the essence of cooperative learning and promote the development of students, we must carefully analyze the essential characteristics of cooperative learning, and reveal the basic elements of cooperative learning, so that the teachers can really use cooperative learning in their teaching。 Based on the relevant research data and a large number of classroom observation, I believe that cooperative learning should include the following four elements: positive interdependence, inpidual accountability, interpersonal and group skills, and group processing。

2。2。1 Positive interdependence

When group members are linked together in some way, positive interdependence exists。 Unless one of them wins, they can’t give up。 Everyone should make their efforts to ensure that each group member completes its specific goal, Johnson and Holubec argue that when building a positive interdependence, students will think that the contribution of each member is essential and that each member must do something for helping the group to achieve its goals。

2。2。2 Inpidual accountability

In cooperative learning, everyone is regarded as an indispensable inpidual to complete the task of learning, and each member must make sure that they are responsible for their roles in group cooperation, so that achieve their goals and assume their responsibilities。 This responsibility mainly pides into two aspects: on the one hand, they do their own task by themselves, because the work has become an integral part of the process; on the other hand, they should do their job well, and actively help others。 

2。2。3 Interpersonal and group skills

Students should be able to express their views, learn how to communicate with others, know that everyone is important in the group and learn to deal with difference and conflicts。 Besides, they need to know how to share resources fairly, and engage in decision making (Gillies 45)。

2。2。4 Group processing

Group Processing refers to the overall evaluation of the work of all members。 It is an extension of peer evaluation。 In a group, the inpidual evaluation may not be the center of the group, so it is difficult to distinguish each team member’s contribution。 If we only recognize the inpidual performance, personal evaluation may cause disorder in the evaluation system。 The group does not acknowledge the inpidual’s performance, but the whole group’s common achievements。

2。3 Research on cooperative learning abroad and at home

 In general, the research on cooperative learning abroad traced back to the early 20th century。 At that time, some American scholars began to do research on cooperative learning and applied the results to local education。 Since then, cooperative learning spread quickly in the United States and other countries。 At the same time, it involved many fields such as linguistics, science and sociology, and also covered mathematics, writing and other courses at all levels and in all types of schools。文献综述

Therefore, for the further research of cooperative learning, there is a growing concern for more details, such as why cooperative learning affects the results of confusion and disagreement, even under what conditions cooperative learning has these effects。 Because the cooperative learning is becoming more and more complex, Sharan proposed the limitations of cooperative learning (Sharan 300)。

Although cooperative learning had a long history, and studied well abroad, it is a new idea in the field of Chinese education。 It made a big difference in teaching or scientific fields in China, but the research about cooperative learning is still in a low level。 Until the late 1980s, cooperative learning began to study systematically in China。 Then in early 1990s, it began to enter the classroom。 Since then, many schools have introduced cooperative learning into the classroom。 As a creative and effective learning and teaching strategy, it has aroused wide concern in the field of educational research。 Based on the theories and methods, there are increasing published articles, papers。 For example, in his book, Wang Tan describes the cooperative learning of the historical development, theoretical basis, pattern, strategies and synthetic evaluation。 合作学习在初中英语教学中的应用(3):http://www.youerw.com/yingyu/lunwen_200535.html