? asked in 社會與文化語言 · 2 decades ago

教育方面的英文翻成中文~20點

A number of researchers have hypothesized that cooperative learning

groups will be effective only to the extent to which members engage in the

required collaborative skills. In most studies it is assumed that the students

have mastered the required collaborative skills and are in fact utilizing

them. The results of this study indicated that this assumption is least valid

for socially withdrawn and isolated students who do not voluntarily interact

with their peers.

Students who are socially isolated and withdrawn from their peers,

especially if they are also low-performing students, are at risk for serious

adjustment problems in later life (Hartup, 1983; D. W. Johnson, 1980;

Putallaz & Gottman, 1982). Within regular classrooms, interventions are

needed that (a) provide entry to situations where constructive interaction

between socially isolated/withdrawn students and their nonhandicapped

classmates can take place, (b) create friendships between socially isolated/

withdrawn students and their nonhandicapped peers that are strong enough

to generalize to free-choice situations in which students can choose to work

by themselves or with classmates, (c) teach the socially isolated/withdrawn

students the collaborative skills they need to work effectively with their

peers, and (d) give the socially isolated/withdrawn students the confidence

to engage in the collaborative skills spontaneously and voluntarily in

unstructured situations. The findings of this study indicated that all four

of these criteria were met when a combination of positive goal interdependence and academic and collaborative-skills group-contingencies were implemented.

2 Answers

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  • 2 decades ago
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    一定數量的研究員假設, 合作學習的小組將是有效的只在成員參與必需的合作技能的程度上。在多數研究中它假設, 學生掌握了必需的合作技能並且實際上運用他們。這項研究的結果表明, 這個假定是最少合法的為社會上自願不與他們的同輩相處融洽的孤獨和被隔絕的學生。從他們的同輩被隔絕和社會上被撤出的學生, 特別是如果他們並且低執行學生, 是在危險中為嚴肅的調整問題在最新生活(Hartup 1983 年中; D. W. 約翰遜1980 年; Putallaz & Gottman, 1982) 。在規則教室之內, 干預是需要的, (a) 提供詞條對建設性的互作用在社會上隔離/孤立(isolated/withdrawn)的學生之間和他們非生理缺陷(nonhandicapped)的同學可能發生的情況, (b) 創造友誼在社會上被隔絕的被撤出的學生之間並且他們非生理缺陷是足夠堅強推斷對自由選擇情況學生能選擇獨自工作的同輩或與同學, (c) 社會上教隔離/孤立的學生他們需要社會上有效地運作與他們的同輩的合作技能, 和(d) 授予隔離/孤立的學生信心自發地和自願參與合作技能無特定結構的情況。這項研究的研究結果表明, 所有四這些標準符合了當正面目標相互依賴和院的組合和合作技巧小組意外情況被實施了。

  • 2 decades ago

    許多研究人員已經假設那次工讀學習

    只在那些程度組將有效在成員從事哪個

    需要合作的技能。 非常學習可以認為那那些學生

    已經掌握被要求的合作的技能並且實際上正利用

    他們。 這項研究的結果表明這假定最沒有效

    因為社會上收回並且孤立不自願相互作用的學生

    由於他們的同等的人。

    已經社會上孤立並且從他們的同等的人退出的學生,

    特別是如果他們也是在低處執行的學生,為嚴肅處境危險

    調整問題在后生活內(Hartup,1983; D. W.約翰遜,1980;

    Putallaz & Gottman,1982)。 在有規律的教室內,干涉

    需要(A)給情勢提供進入在那裡有建設性相互作用

    在社會上之間孤立/ 收回學生和他們的nonhandicapped

    同班同學發生能,(b)在社會上之間創造友誼絕緣/

    收回的學生和他們的nonhandicapped 盯著看那足夠強大

    對學生能選擇一般化工作的自由選擇情勢

    自己或者與同班同學,(c)教社會上隔離/ 收回

    學生他們用他們的有效地工作需要的合作的技能

    盯著看,和(d)給社會上孤立/ 收回學生信任

    自發而自願從事合作的技能在裡

    非正式組織起來的情勢。 這項研究的結論表明那全部4

    當積極的目標互助依存的結合和學術性和合作技能的組意外事故被實現時,這些標準中,被達到。

    Source(s): 翻譯機+人腦
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