“Collaborative problem-solving”的意思、由来-开放百科全书

These groups can be assigned by instructors, or may be student regulated based on the individual student needs. The groups, or group members, may be fluid based on need, or may only occur temporarily to finish an assigned task. They may also be more permanent in nature depending on the needs of the learners. All members of the group must have some input into the decision making process and have a role in the learning process. Group members are responsible for the thinking, teaching, and monitoring of all members in the group. Group work must be coordinated among its members so that each member makes an equal contribution to the whole work. Group members must identify and build on their individual strengths so that everyone can make a significant contribution to the task.^[2]

Collaborative groups require joint intellectual efforts between the members and involve social interactions to solve problems together. The knowledge shared during these interactions is acquired during communication, negotiation, and production of materials.^[3] Members actively seek information from others by asking questions. The capacity to use questions to acquire new information increases understanding and the ability to solve problems.^[4] Collaborative group work has the ability to promote critical thinking skills, problem solving skills, social skills, and self-esteem. By using collaboration and communication, members often learn from one another and construct meaningful knowledge that often leads to better learning outcomes than individual work.^[5]

See also

External links

References

1. ^{{cite journal|last=Jewett|first=Pamela|author2=Deborah MacPhee|title=Adding Collaborative Peer Coaching to Our Teaching Identities|journal=The Reading Teacher|date=October 2012|volume=66|issue=2|pages=105–110|doi=10.1002/TRTR.01089}}
2. ^{{cite journal|last=Wang|first=Qiyun|title=Design and Evaluation of a Collaborative Learning Environment|journal=Computers and Education|year=2009|volume=53|pages=1138–1146|doi= 10.1016/j.compedu.2009.05.023}}
3. ^{{cite journal|last=Kai-Wai Chu|first=Samual|author2=David Kennedy|title=Using Online Collaborative tools for groups to Co-Construct Knowledge|journal=Online Information Review|year=2011|volume=35|issue=4|pages=581–597|doi=10.1108/14684521111161945 }}
4. ^{{cite journal|last=Legare|first=Cristine|author2=Candice Mills |author3=Andre Souza |author4=Leigh Plummer |author5=Rebecca Yasskin |title=The use of questions as problem-solving strategies during early childhood|journal=Journal of Experimental Child Psychology|year=2013|volume=114|pages=63–7|doi=10.1016/j.jecp.2012.07.002}}
5. ^{{cite journal|last=Wang|first=Qiyan|title=Using online shared workspaces to support group collaborative learning|journal=Computers and Education|year=2010|volume=55|pages=1270–1276|doi= 10.1016/j.compedu.2010.05.023}}
6. ^https://en.wikipedia.org/wiki/Ross_W._Greene
7. ^http://cpsconnection.com/interview-dr-ross-greene