摘要
大学生合作学习效果受多方面因素的影响,可以从多重视角考察,比如成员的学习动机、学业水平、群体互动,等等。本研究主要基于课程教学考察大学生学业水平对合作学习效果的影响,结果发现:学业水平和学习方式对学生的相对成绩存在交互影响,表现为学业水平较低学生的相对成绩有显著提高;而在除学习消极情绪外的学业相关非认知因素上,所有学生均有显著改善,但考虑到学业水平后,只有中等水平学生有显著提高;高学业水平学生的相对成绩和非认知因素均无显著变化。这说明,不同学业水平学生在合作学习中的收获是不均衡的。因此,在课程教学中设计合作学习时要注意学习内容与目标的多样化与层次化,保证学生学习成长机会的公平性。
The effect of college students’cooperative learning is affected by many factors,which can be ex⁃amined from multiple perspectives,such as the learning motivation of members,academic level,group interaction,and so on.This study mainly investigates the influence of college students’academic level on the effect of coop⁃erative learning based on course teaching.The results show that:academic level and learning style have interac⁃tive influence on students’relative achievement,which is manifested as that students with low academic level have significant improvement in their relative achievement.In addition to the negative emotion of learning,all stu⁃dents showed significant improvement in the non-cognitive factors related to learning,but after taking into ac⁃count the academic level,only the intermediate students showed significant improvement.The relative scores and non-cognitive factors of high academic level students had no significant change.This shows that students of dif⁃ferent academic levels gain uneven results in cooperative learning.Therefore,when designing cooperative learn⁃ing in curriculum teaching,attention should be paid to the diversity and level of learning content and objectives,so as to ensure the fairness of students’learning and growth opportunities.
作者
鲍旭辉
BAO Xu-hui(School of Education,South-Central Minzu University,Wuhan 430074,China)
出处
《民族高等教育研究》
2023年第3期66-72,共7页
Research on Higher Education of Nationalities
关键词
合作学习
学业水平
学习情绪
学习效能
Cooperative learning
Academic level
Learning emotion
Learning efficacy
