初等教育美国留学生硕士课程作业写作辅导A reflection over the action research article "Conceptual learning and creative problem solving using cooperative learning groups in middle school science classes."
DuBois' (1995) research points out that how to group has an important influence on improving the performance of cooperative learning, he mentions that it should not be based on races or origins, but students' academic abilities to group them, team members should be composed by students of different genders, different abilities, different cultural backgrounds or different races in a school. The theoretical basis for this grouping is that, first of all, the reason for why the cooperative activities among children have been able to promote their growth lies in that children of similar ages may be able to operate in the “Zone of Proximal Development", showing a higher activity than their individual's behavior. Its essence is that in terms of problems that children can not solve independently in their development stage, they can learn to solve with the help of guidance of their peers with relevant knowledge in cooperation (Vygotsky, 1978). Then, if they want to keep new information in memory, and make them be linked with already existing information in memory, students must implement cognitive restructuring or refining of some form towards materials, while the most effective way for refining is to explain the material to others. For a long time, it has been found in researches about cooperative learning groups that, in terms of school achievement, teachers and those being taught are able to benefit, and those who benefit most are students who give others a detailed explanation (Cohen, 1991). Therefore, DuBois' (1995) cooperative learning groups can be summed up as the teaching model that teachers carefully create cooperative context to promote the full participation of students, so that students of different levels of academic abilities can complement each other in cooperation to deepen understanding of a problem, so as to improve the quality of learning. Group members with a different level of intelligence, knowledge structure, ways of thinking, cognitive styles can complement each other. In cooperative learning, students with different levels of knowledge in a group can inspire each other and complement each other to achieve the thinking and intellectual collision, resulting in new ideas to complete learning task creatively.
DuBois' (1995) analyzes that in the teaching of science courses, teachers take the advantages of combination of personal learning and cooperative learning methods. If a teacher always ask students to conduct cooperative discussion immediately after he puts forward a question, it will result in that part of students do not have their own point of view and are overly dependent on others, there is no deep mutual exchange and discussion among them, nor are they impossible to have real interaction, making the cooperation mere formality. Therefore, in the use of cooperative learning model, at the same time, teachers should give students time to learn independently, allowing students to carry out independent thinking independently and dynamically, freely and purposefully according to their level of ability, personality characteristics, trying to solve problems by themselves.
DuBois' (1995) points out that it should frequently change the roles that members of a group assume, which is conducive to the team members’ better integrating into group learning and mitigating conflict within the group. This conclusion gives teachers a reflection that after the formation of a study group, teachers should be committed to improving relations within the group, making clear personal responsibility and building positive interdependence. Teachers should train the manager of a group, allowing him to have work methods to organize group members to carry out an orderly discussion together. Group leader can be assumed by group members in turns, so that more students will be involved to have access to learning, directing, management, which will help to improve the members’ confidence and interest.
References
Cohen, E. G. (1991). Teaching in Multiculturally Heterogeneous Classrooms: Findings from a Model Program. McGill Journal of Education, 26,7-23.
DuBois, M. H. (1995). Conceptual Learning and Creative Problem Solving Using Cooperative Learning Groups in Middle School Science Classes. In S. Spiegel. A. Collins. & J. Lappert (Eds.). Action Research: Perspectives from Teachers’ Classrooms. Science FEAT (Science for Early Adolescence Teachers). Tallahassee, FL: South Eastern Regional Vision for Education.
Vygotsky, L.S. (1978). Mind and Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
初等教育美国留学生硕士课程作业写作辅导反射比行动研究文章“概念的学习和创造性解决问题的小组合作学习在中学理科班。”
杜波依斯（1995）的研究指出，如何分组合作学习提高性能有着重要的影响，他提到，它不应该被基于种族或起源，但学生的学术能力，他们组，团队成员应该由不同性别，不同能力，不同的文化背景或不同种族在一所学校的学生组成。这种分组的理论依据是，首先，为什么孩子们之间的合作活动已经能够促进其生长的原因在于，年龄相仿的孩子，可能是操作能够在“最近发展区”，显示出较高比他们个人的行为活动。其实质是认为，孩子可以不解决独立发展阶段的问题，他们可以学习，帮助指导他们的同龄人具有相关知识合作来解决（维果茨基，1978 ），然后，如果他们希望继续保持新的信息在内存中，使他们与已存在的信息在内存中，学生必须实现某种形式对材料的认知重组或精炼，精炼而最有效的方法是解释材料给他人。很长一段时间，它已被发现的研究小组合作学习，在学校的成绩，老师和那些被教导能够受益，谁最受益的是学生谁给别人一个详细的解释（科恩，1991），因此，杜波依斯（1995）小组合作学习，可以总结出的教学模式，教师精心打造合作背景下促进学生的全面参与，使不同层次的学术能力的学生可以互相补充其他合作加深理解出了问题，从而提高学习的质量。集团成员不同程度的智力，知识结构，思维方式，认知风格相得益彰，在合作学习中，不同层次的学生知识在一组可以互相启发，互相配合，以实现的思想和智慧碰撞，产生新的思路，创造性地完成学习任务。
杜波依斯（1995）分析说，科学课程的教学中，教师采取的优势相结合的个人学习和合作学习的方法。如果老师总是要求学生进行合作讨论后，他立即提出了一个问题，它会导致学生没有自己的观点和过分依赖他人的那部分，也没有深厚的相互交流和讨论他们，也不是不可能有真正的互动，使合作流于形式。因此，合作学习模式，在使用的同时，教师应给学生自主学习的时间，让学生开展独立思考，独立和动态，自由和有针对性地根据自己的水平，能力，个性特征，试图自己解决问题。
杜波依斯（1995）指出，应该经常改变一组成员承担的角色，这是有利于团队成员的组组内的学习和减轻冲突更好地融入。这个结论让教师反射后形成的一个研究小组，教师应致力于提高集团内的关系，作出明确的个人责任和建设积极的相互依赖。教师要培养一组的经理，让他有工作方法，组织小组成员一起有序开展讨论，。组长由小组成员轮流承担，因此将涉及更多的学生有机会学习，指导，管理，这将有助于提高成员的信心和兴趣。
参考文献
E.科恩，G.（1991）。在多元文化异构课堂教学：从模型计划的结果。麦吉尔教育杂志，26,7-23。
杜波依斯，M. H.（1995）。概念学习和创造性地解决问题，利用小组合作学习在中学理科班。在S.明镜。 A.柯林斯。 ＆J. Lappert（1997）。行动研究：教师课堂的视角。科学FEAT（青春期早期教师科学）。塔拉哈西，佛罗里达州南东部地区的教育愿景。
维果茨基，L.S. （1978）。心灵和社会的发展，高等教育的心理过程。剑桥，麻省：哈佛大学出版社。
