Cooperative Learning Theory and Its Positive Effect in Classroom Teaching
Liu Zhi-guo, Wang Shan-di, Chen Yao-hui, Liu Zhi-guo
Available Online December 2018.
- https://doi.org/10.2991/ceed-18.2018.23How to use a DOI?
- Cooperative Learning; Teaching Mode; Positive Effect
- Since the 1960s, the cooperative learning theory has been developed rapidly. Cooperative learning is a reform of the traditional teaching mode. It differs from the traditional mode in knowledge construction, essence of study and learning process, etc. It includes five essential elements, namely, group goals, individual accountability, face-to-face (promotive) interaction, social skills, and group processing. This paper introduces the theory and practice of cooperative learning abroad, and analyzes the essential elements and positive effects of cooperative learning, which shows that cooperative learning has positive effects in improving learning efficiency and interpersonal relationships, as well as developing social skills, hoping to provide some references for the reform of teaching mode in China.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Liu Zhi-guo AU - Wang Shan-di AU - Chen Yao-hui AU - Liu Zhi-guo PY - 2018/12 DA - 2018/12 TI - Cooperative Learning Theory and Its Positive Effect in Classroom Teaching BT - 1st International Conference on Contemporary Education and Economic Development (CEED 2018) PB - Atlantis Press SN - 2352-5398 UR - https://doi.org/10.2991/ceed-18.2018.23 DO - https://doi.org/10.2991/ceed-18.2018.23 ID - Zhi-guo2018/12 ER -