Font Size: a A A

Ethical Review In Thinking, Cooperative Learning

Posted on:2007-12-18Degree:DoctorType:Dissertation
Country:ChinaCandidate:Y J LiuFull Text:PDF
GTID:1117360182997780Subject:Principles of Education
Abstract/Summary:PDF Full Text Request
Cooperative learning is one of the most widespread and fruitful areas in moderneducation theory, research, and practice. As an effective teaching strategy and learningmethod, cooperative learning has been widely used in many countries, which wasintroduced to our country at the end of 80's of 20 century and adopted in some middleschools at 90's of 20 century. One of the goals of curriculum reformation ofelementary education which occurred in our country at the new century istransforming student's learning methods, that is making students learning though themethods of independence, researching and cooperation. Cooperative learning hasbecome a widespread teaching method under this context. But with curriculumreformation's development and cooperative learning methods gradually spreading,many problems appeared in specific teaching practice. These problems evokeresearcher's attention in our country. In order to attain obvious progress, they try theirbest to study them from different angles. This disseration is to reconsider cooperativelearning under ethics perspective. Maybe the changing of study angles will help usfind a new way to resolve these problems.Why must we considering cooperative learning from ethics angle? If it is proper,we can comprehend the problems in this way: why do I consider cooperative learningfrom the perspective of moral? This kind of asking makes us reconsider the study'svalue and meaning by a kind of philosophy method. Ignoring individual `s moraldevelopment in cooperative learning and paying little attention to moral value in thetheory study of cooperative learning make it necessary to consider cooperativelearning from ethics angle. The integration of education research, the practicecharacter of ethics and the ethics tendency of studying our country's culture are theinevitable factors to carry out this study. Meanwhile, education's ethical character isthe crucial point of ethical reconsideration of cooperative learning;the essencialmeaning of learning is the key point. Kant is the representative of Deontology Ethics,Deontology Ethics' purpose is toward human being which is the basement of thisdisseration.Analyzing ethics' deep meaning from the inner trait of cooperative learning andestablishing the moral standard of cooperative learning are the following tasks of thestudy. Cooperation is a kind of interaction, competition is also a kind of interaction,too. But comparing with competition, cooperation is a more moral method. From theinteraction ethics point of view, cooperation is a kind of interaction that is based onthe understanding between each other. Therefore interaction that occurs incooperative learning is not always moral and effective. For example, controllinginteraction between persons is a kind of unfair interaction. Performing interaction is akind of deceitful interaction. So what is the standard for us to judge which cooperativelearning conforms to moral? According to the point of the Ethics and Education thatwas written by a English educational philosophy R· S·Peters : The standard ofjudging which cooperative learning conforms to moral is to teach students valuableknowledge in moral ways. However, following this question, another question alsointo our eyes: What kinds of changes do we want cooperative learning bring toblearning? I will solve this important problem in chapter four. Otherwise the essenceand character of ethics itself decide the basic moral mission of cooperative learning isto make individual having a good life in cooperation. Meanwhile western traditionalculture and eastern traditional culture have different views towards cooperation.China's traditional ethnics culture is based on Collectivism. So individual's existencein cooperative learning seems to be more outstanding. Therefore seeking the unity ofknowledge and morals in cooperation and improving ourselves in cooperation are thefinal moral mission of cooperative learning. Which I should further point out is thatthe moral study of cooperative learning belongs to education ethnics area, it studiesproblems that occur in the process of cooperative learning, Through Philosophyconsideration, I try to establish the state of should and moral value of cooperativelearning. Thereafter giving some moral guidance to teachers when they carry outcooperative learning. Because of the theory characteristic and practice traits ofcooperative learning, analyzing the realistic problem of moral ideal — the ethics ofeducation itself — is concerned more with humanity candor and responsibility. Theaim of the study is to reveal cooperative learning's deep meaning and the moral normsthat teachers and students should follow.The ethics reconsidering of cooperative learning besides promulgates ethicsembodiment, ethics mission and ethics category of itself, also undertakes the task toconstruct cooperative learning pattern based on the Chinese ethics culturecharacteristics. In 60's of this century, the modern cooperative learning researchemerging in Europe, America and so on mainly revolves the interaction amongstudents, cooperative learning research in many countries of the world mainly refersto this kind of Cooperation Learning with the characteristic of interaction amongstudents .In the social psychology rationale, it emphasizes the equal relation of thestudy goal and the social goal and also pays attention to the development ofcooperation learning strategy and pattern. (Take the development of CooperationLearning in USA for example) The reason that Cooperation Learning presents suchtrend closely links with the American unique society cultural background, ethicsculture characteristic as well as the pragmatism research tendency. From above wecan see: a teaching theory's research and widely used grafts under a certain societycultural context, in other words the specific ethics culture natural disposition alsoaffects the inevitability of some teaching theory research and development, they arecompatible. Just because of this, as the external word, the cooperation learning theorydevelopment in China must pass through the localization absorption and digestion.Therefore, opposite to the overseas cooperative learning pattern by theinteraction among students primarily, based on our country's teaching presentsituation as well as the basic enlightenment of the present foreign cooperationlearning research, it is imminent to inquire about the cooperative learning patternbased on our country ethics culture. Based on the above theory, this essay proposescooperative learning pattern for all. It is a kind of multi-dimensionalthree-dimensional dynamic cooperation system, and emphasizes fully coordinatingand activating the school overall curriculum resources, promotes the cooperation forall of teaching administrative personnel including principal, various disciplinesteachers, students as well as the guardian and the community resources, this patternhas characteristics of integrity, long-term, for all and so on. More significantly,cooperation learning pattern for all carries on the experimental instruction in DuLangkou middle school of Chiping County in Shandong Province .It is a countrysidevillages and towns middle school of typical undeveloped area. And this patternobtains remarkable achievements. The cooperation idea under the cooperativelearning pattern for all lays the foundation of today's Du Langkou middle school.Today the cooperative learning for all experiment in Du Langkou middle school alsois the practice verification of the cooperation idea of the cooperative learning patternfor all.
Keywords/Search Tags:cooperation, cooperative learning. cooperative learning for all, ethics, moral, life
PDF Full Text Request
Related items