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頁籤選單縮合
題 名 | Cooperation-competition Instructional Strategy: Theoretical Foundations and Empirical Evidence=競爭式合作學習教學方法:理論與實證基礎 |
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作 者 | 于富雲; | 書刊名 | 暨大學報 |
卷 期 | 5:1 2001.03[民90.03] |
頁 次 | 頁181-195 |
分類號 | 521.427 |
關鍵詞 | 合作學習; 競爭; 教學策略; Cooperative learning; Instructional strategy; Inter-group competition; |
語 文 | 英文(English) |
中文摘要 | 過去相關實證研究結果普遍支持合作學習教學方法對學習成就、人際關係、與學科態度的顯著影響,然而有關影響合作學習成效之居間重要調節機制,尤其是有無組間競賽之要素,仍引起學界不同的揣測與解釋。在網路合作互動愈見頻繁,以及社會建構多元小組活動設計的現代教育思潮下,競爭式合作學習之相關議題值得學界重視。本文旨在綜合過去文獻有關競爭式合作學習之正反雙方立論基礎,包括注意力、焦慮、動機以及社會認知等理論,並彙整實證數據資料,以為來教學實務界在尋求有效團體互動組織模式時之參考依據。 |
英文摘要 | Despite the fact that research findings tend to support the use of cooperative learning, as compared to competitive, individualistic or traditional instructional methods, there has been considerable debate as to whether the positive outcomes found among participants result form cooperation within learning groups, or from competition among learning groups. In this paper, theoretical perspectives pertaining to embedding the element of competition in cooperative learning situations and their implications on learning are introduced and discussed. Research on the effects of cooperation with or without inter-group competition on student cognitive, affective, interpersonal relationships and group process are reviewed to yield empirical evidence and guidelines pertaining to cooperative-competitive instructional methods. |
本系統中英文摘要資訊取自各篇刊載內容。