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英国戏剧学essay代写:共同目标

这个模型可以被定义为一个结构化的形式的小组活动,学生追求共同目标而单独评估[4]。根据[1]最常见的合作学习模式在工程文献[8]。这个模型包含五个具体原则,个人责任,相互依存,面对面的促进交流,适当的人际交往能力,实践和定期自我评估团队运作。虽然[7]突出了不同的合作学习模式,共同举行的核心元素是一个专注于合作激励而非竞争,促进学习。合作小组学习的研究似乎表明,这个模型会导致改善性能和增加学生的高阶思维能力。然而,许多教师都很犹豫当他们认为成功所需的相当严格的标准和时间学习当使用合作学习模式。合作也促进人际关系,提高社会支持和培养自尊心。合作学习这一事实提供了一个自然环境,促进有效的团队合作和人际交往能力也将是一个问题感兴趣的工程学院。此外,需要开发这些技能在学生反映工程认证标准[6]。也指出,雇主常常识别团队技能作为一个工科学生的关键差距准备。因此,这些技能的发展工科学生也可能导致更好的整合。此外,很难认为,个人工作以来在传统类做任何开发团队技能实践是学习任何技能的前提。的主要成分很难解决这个问题,是否合作学习有效地发展人际交往能力源于团队技能如何定义和措施。然而,[8]提供强有力的论据表明,合作学习是有效的在这一领域。他们建议明确训练学生技能需要有效的团队成员在使用合作学习小组。它是合理的假设传统教学,强调个人学习,一般来说,没有明确的教学团队合作效果低于机会练习人际关系技巧加上明确的指令在这些技能。[10]研究竞争与合作学习策略的影响尼日利亚学生数学学业成绩,提供了经验证据来支持这一结论,接着状态,社交技巧更倾向于增加在合作而不是竞争和个人情况。此外,[11]表明,学生报告增加人际交往能力所需的有效的团队合作学习的结果。

英国戏剧学essay代写:共同目标

This model can be defined as a structured form of group work where students pursue common goals while being assessed individually [4]. According to [1] the most common model of cooperative learning found in the engineering literature is that of [8]. This model incorporates five specific tenets, which are individual accountability, mutual interdependence, face-to-face promotive interaction, appropriate practice of interpersonal skills, and regular self-assessment of team functioning. While [7] highlights different cooperative learning models, the core element held in common is a focus on cooperative incentives rather than competition to promote learning. Much of the research on cooperative group learning seem to suggest that this model leads to improved students’ performance and increased higher-order thinking skills. However, many instructors are quite hesitant when they consider the rather strict criteria and time required for successful learning when using cooperative learning models. Cooperation also promotes interpersonal relationships, improves social support and fosters self-esteem. The fact that cooperative learning provides a natural environment in which to promote effective teamwork and interpersonal skills would also be an issue of interest to engineering faculty. In addition, the need to develop these skills in their students is reflected by the engineering accreditation criteria [6]. It was also noted that employers frequently identify team skills as a critical gap in the preparation of engineering students. Therefore, the development of these skills in engineering students could also lead to better integration in the industry. Furthermore, it is difficult to argue that individual work in traditional classes does anything to develop team skills since practice is a precondition of learning any skill. The main component of the difficulty in addressing the question, whether cooperative learning effectively develops interpersonal skills stems from how one defines and measures team skills. Still, [8] provide strong arguments to suggest that cooperative learning is effective in this area. They recommend explicitly training students in the skills needed to be effective team members when using cooperative learning groups. It is reasonable to assume that traditional instruction that emphasizes individual learning and generally, has no explicit instruction in teamwork is less effective than the opportunity to practice interpersonal skills coupled with explicit instructions in these skills. [10] who studied the effects of competitive and cooperative learning strategies on academic performance of Nigerian students in mathematics, provides empirical evidence to support this conclusion and went on to state that social skills tend to increase more within cooperative rather than competitive or individual situations. In addition, [11] show that students report increased interpersonal skills required for effective teamwork as a result of cooperative learning.

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