摘要
以初中二年级学生为被试,采用2×2二因素被试间完全随机设计,探讨在合作学习条件下,奖赏互赖和方法互赖对学生不同加工水平的认知结果的影响。结果表明,外部奖赏并不是合作学习所必需的;方法互赖和奖赏互赖的作用是不相加的;具有积极角色互赖和任务互赖的原稿合作互学是一种有效的合作学习方式,尤其对需要深加工的学习任务而言。
This research using 2 × 2 between subjects factorial design to explore, under cooperative conditions, the effects of reward and means interdependence on the cognitive outcomes in different processing levels. The subjects were junior school students in grade two. The results show. 1. Explicit reward isn＇t necessary to cooperative learning. 2. The effects of reward and means interdependence are not additive. 3. Scripted cooperative learning involving role interdependence and task interdependence is an effective learning technique, especially to tasks requiring deep processing.
出处
《教育学报》
北大核心
2005年第6期65-68,81,共5页
Journal of Educational Studies
关键词
合作学习
积极互赖
方法互赖
奖赏互赖
原稿合作互学
cooperative learning
positive interdependence
means interdependence
reward interdependence
