摘要
对园艺技术专业的2个平行班分别采用“自然分组”和“异质分组”模式进行对比研究,结果发现学习能力和目标对学习成绩的影响要超过已有知识基础,合作学习对组长能产生更显著的教学效果,未发现不同分组模式对学习成绩的显著影响。建议探索综合考虑学习能力、就业目标、性格气质、学习基础等因素进行更有效分组,探索组长轮换制,在教学中既要形成“组间竞争”氛围,又要提高组长的领导激励能力和组员的有效合作技能。
“Natural grouping”and“heterogeneous grouping”model were respectively used in two parallel classes of gardening technology speciality for comparative study,and the results found that learning ability and target had deeper effects on academic performance than knowledge base,cooperative learning teaching method had more significant teaching effect to the team leader than ordinary students,there was no significant difference of academic performance between two grouping pattern.It was suggested to explore more effective grouping based on comprehensive consideration of learning ability,goal,personality,temperament and learning basis,and explore the group leader rotation system,and form“inter-group competition”atmosphere,and improve the leader’s leadership motivation ability and effective cooperation skills.
作者
成文竞
张永
张微微
CHENG Wen-jing;ZHANG Yong;ZHANG Wei-wei(Shanghai Vocational College of Agriculture and Forestry,Shanghai 201699;Faculty of Education,East China Normal University,Shanghai 200062)
出处
《安徽农业科学》
CAS
2020年第8期275-278,共4页
Journal of Anhui Agricultural Sciences
基金
上海农林职业技术学院教研课题(JY1-0000-17-04)
上海现代农业职业教育集团项目化课程开发建设项目(JX3-0301-14-02)。
关键词
合作学习
分组模式
高职
农业专业
学习成绩
园艺技术
Cooperative learning
Grouping mode
Higher vocational education
Agriculture specialty
Academic performance
Horticultural technology
