Learning Instructional Design Research, Cooperation Based On Activity Theory

The study on Cooperative Learning originated from abroad. In recent years the studies on the subject increase, more and more researchers and teachers pay attention to apply it in class and it becomes a new bright spot of classroom. But we also can find some problems from the literature survey and observations from the practical classroom activities, for example formalizing of Cooperative Learning in classroom, failed control of classroom order, students' absent cooperative skills, and running short of enough supportive sources in cooperative learning, and so on. Especially the shortage of theory of Cooperative Learning's instructional design, it decreases the efficiency and causes the above problems. Based on those that other people has done, this thesis permeates the analysis of the Instructional design of Cooperative Learning from the theoretical and practical aspects, including the analysis of the elements of Cooperative Learning activities, basic structures of the instructional design with the purpose of providing reasonable and effective suggestions for the classroom teaching at the moment.The thesis consists of six parts. The first part is introduction, which introduce the reason why does this study and the current situation simply. The second part shows the Activity Theory and related concepts. The third part mainly offers feasibility analysis of the subject, mainly including two parts. Firstly, it give the Activity Theory's implication to instructional design of Cooperative Learning in three aspects. On this basis, the second part probe the six elements of Cooperative Learning's activities, such as student,objects,group,tools, individual accountability, the role in group. The fourth part analyzes the structure of Cooperative Learning's instructional design. (1)Requirement analysis of applying Cooperative Learning in classroom.(2)The design of learning tasks. (3)The design of study group. (4)The design of the resources and instruments of Cooperative Learning. (5)The design of the process of Cooperative Learning activities. (6)The design of the role of learning group. On the basis of above analyses, a Cooperative Learning instruction design case was shown in the fifth part. The sixth part is concluding remarks.