Network Of Cooperative Learning, The Differences In Teaching Philosophy

Along with the development of computer technology and the Internet, innovations in educational theory as well as networked education have gradually come to the forefront of public attention. More and more people are now seriously considering these innovations due to continuing in-depth research into cooperative learning theory, and various network efforts to acquire new cooperative learning techniques. Like any developmental process, the study of cooperative learning via networks is far from perfect. Through different teaching methods, the author has discovered that the difference between teaching concepts and their application to networks in the light of cooperative learning, can actually promote student development, as well as improve teaching effectivity. This article, therefore, aims to achieve a fusion of both concept and application in order to improve the effectivity of networked cooperative learning.This paper is divided into three parts, respectively:The first part is an introduction to network cooperative learning and an expounder on its existing limitations. This first part of cooperative learning includes learning and research into the definition of the concept of cooperative learning on a network. Its differences from a classroom learning environment are generalized, defined and analyzed, as well as the various characteristics of organizations (meaning). This mode of learning is grasped following the introduction of the cognitive study theory, constructivism learning theory, the group dynamics theory, the theory of automatic control and other network cooperative learning theory bases. By analyzing and sorting out its basic elements as well as its general processes, the current disadvantages and limitations of the cooperative learning network have been pinpointed.The second part sums up the definitions of the difference between the teaching methods and introduces, briefly, the basic concepts. It likewise explains the differences in relations between teaching and network cooperative learning. This part takes up from the previous starting point which discusses the difference in teaching processes and forms, as well as the ultimate goal of collation and analysis, all summarized in regard to the differences in teaching definitions. Next to be introduced are the different teaching weaknesses, and the differences shared between dynamic generation and concept evaluation of teaching practices in the diagnosis of student diversity, in order to encourage them and avoid their weaknesses. Also introduced are the integration of default building, the use of generation resources, the exploration of effective strategies to promote the sharing of differences, the focus on student development, and the implementation of specific differences in performance evaluation. The relation between these is expounded on based on current networked cooperative learning problems.The third part is based on the different teaching concepts put forward for networks based on cooperative learning strategies. There are four main points for the proposed strategy. The first point is paying attention to the students' individual differences in order to enhance network cooperation learning. Beginning with learning motivation, existing knowledge base, hobbies, advantages, intelligence and ability to use information technology, an analysis of these students' differences affects the network structure of cooperative learning. It also introduces an approach to investigating these students' differences and explains how individual differences in an organization can contribute to more effective network cooperative learning. The second point is concerned with the generated default and the implementation of a flexible network for cooperative learning. Separate from the development of flexible teaching objectives, the use of the characteristics of the network platform of cooperation between capture and use of the generation of teaching resources, flexible grouping is implemented in order to reflect these three aspects of flexibility. The third point is put forward to promote strategies for promoting shared differences, the promotion of network cooperation and exchange efficiency. This is mainly through the use of multimedia technology to build a harmonious and active networked classroom atmosphere. BBS use improves the students' ability to present themselves, as well as use the privileges of a distribution network platform as effective ways of promoting dialogue and sharing. The fourth point is the difference of building a online cooperative learning evaluation systems, and being truly concerned for the students' development.