合作學習與協(xié)作學習概念辨析：collaborative-learning-versus-cooperative-learning(編輯修改稿)
2025-07-13 12:15 本頁面
【文章內(nèi)容簡介】 proach, analyzing student talk in response to a piece of literature or a primary source in history. Myers points out some differences between the two concepts:Supporters of cooperative learning tend to be more teachercentered, for example when forming heterogeneous groups, structuring positive inter dependence, and teaching cooperative skills. Collaborative learning advocates distrust structure and allow students more say if forming friendhip and interest groups. Student talk is stressed as a means for working things out. Discovery and contextural approaches are used to teach interpersonal skills.Such differences can lead to disagreements.... I contend the dispute is not about research, but more about the morality of what should happen in the schools. Beliefs as to whast should happen in the schools can be viewed as a continuum of orientations toward curriculum from transmission to transaction to transmission. At one end is the transmission position. As the name suggests, the aim of this orientation is to transmit knowledge to students in the form of facts, skills and values. The transformation position at the other end of the continuum stresses personal and social change in which the person is said to be interrelated with the environment rather than having control over it. The aim of this orientation is selfactualization, personal or organizational change. Rocky Rockwood (National Teaching and Learning Forum vol 4 6, 1995 part 1) describes the differences by acknowledging the parallels they both have in that they both use groups, both assign specific tasks, and both have the groups share and pare their procedures and conclusions in plenary class sessions. The major difference lies in the fact that cooperative deals exclusively with traditional (canonical) knowledge while collaborative ties into the social constructivist movement, asserting that both knowledge and authority of knowledge have changed dramatically in the last century. The result has been a transition from foundational
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