历史上反对合作学习cooperative learning的声音Word文档下载推荐.docx
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历史上反对合作学习cooperative learning的声音Word文档下载推荐.docx
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OurexposuretoCooperativeLearninghasoverallbeenapositiveone.Ithasgivenusacommonlanguagetoshareteachingideaswithcolleagues,theabilitytoplanmoreinterestingandeffectivelessonsandagreatersenseofsatisfactionwithourteaching.Wefrequentlyenjoytakingrisks,experimentingwithnewideasandfromthisrisktakingwehavebeenabletodevelopourownCooperativeStructuresandlessonideas.Withriskscomesthepotentialforfailure.However,theethosofexperimentationthatCooperativeLearninghasleftuswithhasmeantthatwenolongerfearsuchfailure.Weopenlyenjoyoursuccessesandlearnfrom,butarenotdiscouragedby,ourfailures.ForusCooperativelearninghasnotbeenanewideathatwehaveenjoyedtrying,afundiversiontobreakthemonotonybutthefoundationonwhichwehavebuiltallofourlessonsandintendtodosofortherestofourteachingcareers.AfterexperiencingtheadvantagesofCooperativeLearning,despitesomeminordisadvantages,wecanneverforeseeourselvesreturningtobeing‘TeacherA’.
三个月的行动研究的过程也是一个教学助长的过程,第一次真正登上讲台就完成了一个teacherresearcher的工作,过程中有很多困难,完成后有莫大惊喜。
一部分困难时自己查找书或者论文解决的以外,更要感谢的是导师陈老师,以及大学近四年里教导知识的老师,比如教授行动研究方法和课程标准分析的王蔷老师,教材分析的程晓棠老师,英语测试方法的钱小芳老师,二语习得理论的罗少茜老师,没有这些知识储备的帮助,不可能在第一次登上讲台时能做完一个完整的行动研究,教的不仅是知识,更是打开解决问题的方法大门,指导寻求解决问题的大方向。
受时间限制,班级人数太大等因素限制,行动研究并不完善,人数太多、时间太短以至于没办法了解所有学生的状况..课堂时间太短,没办法让学生用上consciousrules计划太多,兼顾解决的问题太多,以至于不够深入,教师精力强烈感觉不够用。
人数太多,没办法在一个课堂上顾全所有人
学生积极性弱英语基础知识基础太差
OneconsequenceofinadequatetraininginCL,then,isitsfailuretoaddressspecificquestionsandproblemsthatappearonlyafterimplementation.Anotherisitsfailuretoincludecarefulreflectiononwhatcooperationmeansanddoesnotmean.Considerthreecommonmisconceptionsthatmaypersistafteronehasbeenintroducedtotheconceptintooperfunctoryafashion.
First,andmostfundamentally,CLissometimesregardedasagimmicktoperkupaclassroomnowandthen,offeringabreakfromseriousinstruction.("
OK,kids,it'
sthethirdFridayofthemonth.Remember,thatmeanstodayweworkinteams!
"
)Whileteachersdoubtlesswillwanttocontinuemakingsomeuseofwhole-classdiscussionandindividualizedwork,CLcan--and,Iwouldargue,oughtto--becomethe"
default"
classroomarrangement.
Second,dividingaclassintoteamsandannouncingthatstudentsshouldworkwiththeirgroupmatesisnotsufficientfor,muchlessequivalentto,cooperativelearning.Becauseofthis,teacherswhohavemerelyputchildreningroupsandareunimpressedwiththeresultshavenotyetgivenCLachancetoproveitself.Ihaveseenclassroomsinwhichtheteacher
(1)presentedataskthatallowedchildreningroupstoavoidinteractingwitheachother,
(2)offerednoguidanceregardingsocialskills,and(3)remindedthemeverysooftento"
becooperative."
Particularlyinlightofthevaluesthataresalientinourculture,theabsenceofaclassroomnormofcaringandthefailuretobuildsocialskillswillreducetheprobabilitythatextemporaneousworkingroupscanproducethepsychological,interpersonal,oracademicbenefitsreportedintheliterature.Moreover,childrenmaynotlikeit.
Finally,cooperationdoesnotimplyharmony.Therelevantquestionisnotwhetherconflictwilloccurwhenpeopleareplayingwithideasorstrugglingtomakedecisionstogether:
Itwillanditshould.Thequestion,rather,iswhetherconflictwilloccurinthecontextofcompetitionorcooperation.Teachersneednotchoosebetweencreatingaclassroominwhichstudentsmustarriveataforcedandartificialconsensus,ontheonehand,andoneinwhichconflictispresentbutmanifestsitselfasanadversarialexercise,suchasdebate,ontheother.Theformeraskschildrentodenyreality(becausetheyknowthatdisagreementexists)anddeprivesthemofarealeducation;
genuinelearningdoesnotsmoothoverorsoothe.Thelattershiftsthelessonfromwhateverstudentsarediscussingtothegoalofwinning.Farpreferableisathirdalternative:
invitingdisagreementbutnestingitinaframeworkofpositiveinterdependence.
JOURNALOFEDUCATION
1992–vol.174,no.2,pages38-56
ResistancetoCooperativeLearning
MakingSenseofItsDeletionandDilution
ByAlfieKohn
[Myteacheris]always[going]onabouthelpthyneighbourand[all]that[--but]youtryanddothatinhislessonsandyou'
reout.
--Dave,a14-year-oldstudent(quotedinDunn,Rudduck,andCowie,1989)
Inthe1960seducatorswerebusydevelopingandintroducingreforms.Inthe1970stheywerebusyfailingatputtingthemintopractice."
ThosetwosentencesbyMichaelFullan(1982,p.5)willproduceinmanyofusanunpleasantlittletwingeofrecognition,particularlysincethispatternoffailingtoimplementreformssuccessfullydidnotendwiththe1970s.Newlearningstrategies,orperhapsthewaythesestrategiesareintroduced,stillleadsomeeducatorstoreactmuchasabodydoestotheimplantationofforeigntissue.Ineachcase,thetaskoffiguringoutthereasonforthisrejection,ifitisundertakenatall,isconductedasapostmortem,bywhichtimeanewpedagogicaltransplantisalreadyunderway.
Thoseofuswhodoresearch,training,writing,orspeakingaboutcooperativelearning(CL)disagreeonmanyissues,butweareunitedinwantingtoavoidthisfate.Despiteanenormousresearchliteraturesupportingthevalueofhavingstudentsworkinpairsorsmallgroupstohelpeachotherlearn--and,moreinterestingly,despitethegrowingawarenessofCLonthepartofeducators--anecdotalevidencesuggeststhatitmighteventuallymeetthesamefateasmanyotherworthyeducationalinnovations.ItisimpossibletospecifythenumberofteacherswhoarerejectingCL,eitherbeforeorafterhavingattemptedtouseit,butoneobserverwroterecentlythat
despitetheacademicvogueofcooperativelearningandeffortsatdisseminationmadebyitsproponents,itremainsaninstructionalstrategyseldomusedinasystematicmanneroverthecourseofaschoolyearormore(Rich,1990,p.83)
Evenifthisisanoverstatement,enoughrejectionofCListakingplacetowarrantasystematicanalysis.Suchananalysis,moreover,oughttotakeplacewhilethereisstilltimetoaddresstheproblemswefind.Intheprocess,wemayturnupdeeper,unsettlingtruthsabouttheideologyofAmericaneducation.
DELETINGCOOPERATIVELEARNING
Thereareessentiallytwowaystoaccountforeducators'
resistancetotheideaofcooperativelearning.Thefirstsetofexplanationshastodowithinferiorpresentationoftheconcept.Iwilldescribetheseonlybriefly--notbecausetheyareunimportantbutbecausethereisnothingpeculiartoCLaboutthesecriticisms;
poorpresentationsinkslotsofeducationalreforms.Thesecondexplanations,tobetreatedinmoredetail,concernthewaysinwhichCLinparticularisthreateningto,orincongruentwith,thebeliefsthatmanyteachershold.
MissesandMyths
Ifadministratorsandteacherscametobelievethatinstallingawaterfountainineveryclassroommightimprovethequalityoflearning,educationalconsultantswouldinstantlyappear,claimingexpertiseasLiquidDeliverySystemsFacilitators,tooffertheirservicesforadayortwoofin-servicetrainingonhowtoinstallthefountainsandhowcoldthewatershouldbe.Intherealworld,withCLindemand,consultantsmarketthemselvesforabrief--andthereforeseductivelyinexpensive--facultytrainingintheuseofteamwork.ButbecauseCL,correctlyunderstood,requiresaradicalreconceptualizationofwhatlearninginvolvesandhowthepeoplewhospendthedaytogetherinaclassroomrelatetoeachother,ahostofproblemsandquestionsinexorablyappear.Whattodoaboutchildrenwhoresistbeinginthesamegroup?
("
Idon'
twanttoworkwithMichael;
he'
sstupid."
)Howlonguntilthegroupsshouldbeshuffled?
IsCLcompatiblewithconventionalcurriculaandsystemsofclassroommanagement?
Whataboutstudentswhoseemputoffbytheveryideaofhelpingeachothertolearn?
Somechildren,afterall,maybe"
threatenedbygroupwork...asalegitimatewayofworkingandsogiveapowerfulmessagetotheteacherwhoexperimentswithanewmethod"
(CowieandRudduck,1990,p.250).Bythetimeteachershaveenoughexperiencetoknowwhatproblemstheyneedhelpwith,however,theconsultantislonggone.
Ihaveseenmanyteachersacquirecooperativelearningmethodsandusethemintheirclassesonlytoabandonthemwhentheconsultantsleftthescene.Thisoccursbecausecooperativelearninghadnotbecomepartofschool-widepolicywhereteachers'
needsandschoolgoalswerecoordinatedattheadministrativelevel....Themethodworks,butifthesystemfailstosupportit,youcannotusethemethod(Sharan,1986,p.4).
Ithasbeenestimated,forexample,thatonlyfiveto10percentofparticipantsinaCLworkshopwillcontinuetousethecooperativeapproachovertimeifongoingcoachingandsupportareabsent(Male,1989).
OneconsequenceofinadequatetraininginCL,then,isitsfailuretoaddressspecificquestionsandproblemsthatappearonlyafterimplem
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