合作学习模式对学习者积极互赖与英语自主学习能力的影响

The Impact of Different Cooperative Learning Patterns on Learners' Positive Interdependence and Autonomous Learning Ability

本研究构建了基于"输出驱动-输入促成假设"的大学英语混合合作学习模式,开展了为期24周的混合合作学习与面对面合作学习的对比实验教学,并通过问卷调查和访谈进行数据收集,以探究合作学习模式对学习者积极互赖和英语自主学习能力的影响。结果显示:(1)混合合作学习更有助于增强学习者的积极互赖程度,尤其是资源互赖程度;(2)两种合作学习模式均有助于提高学习者的自主学习能力,但对提高学习者使用学习策略的能力的效果十分有限,相比之下,混合合作学习的效果更好;(3)积极互赖及其两种类型(目标互赖与资源互赖)与整体自主学习能力之间呈显著性正相关,其中资源互赖与自主学习能力的关系更为密切。文章最后建议:教师应完善合作学习评价机制、明确合作学习中的个体责任、开展显性的学习策略培训教学、加强对合作学习的积极引导,以通过有效的合作学习提高学习者自主学习能力。

This study explores the impact of different cooperative learning patterns on learners' positive interdependence and English autonomous learning ability.Based on the hypothesis of'output-driven,input-enabled',this study designs a blended cooperative learning pattern.A 24-week contrastive teaching experiment and a questionnaire survey reveal that,learners engaged in blended cooperative learning show a significantly higher degree of positive interdependence,especially resource interdependence.Blended cooperative learning also resulted in significantly higher autonomous learning ability in general,but improvement with the strategy-oriented ability is not so obvious.Correlation analysis suggests that positive interdependence and its two forms,i.e.,goal interdependence and resource interdependence,are all positively correlated with autonomous learning ability,but the correlation between resource interdependence and autonomous learning ability is significantly stronger.To ensure the effectiveness of cooperative learning and thereby improve learners' autonomous learning ability,teachers should make improve evaluative mechanism,pinpoint individual accountability,conduct explicit strategy-oriented teaching and reinforce constructive guidance on learners' cooperative learning.