合作学习与协作学习概念辨析：collaborativelearningversuscooperativelearningADefinitionofCollaborativevsCooperativeLearningTedPanitz(1996)IhavebeensearchingformanyyearsfortheHolyGrailofinteractivelearning,adistinctionbetweencollaborativeandcooperativelearningdefinitions.IamgettingclosertomyelusivegoalallthetimebutIamstillnotcompletelysatisfiedwithmyperceptionofthetwoconcepts.IbelievemyconfusionariseswhenIlookatprocessesassociatedwitheachconceptandseesomeoverlaporinter-conceptusage.Iwillmakeahumbleattempttoclarifythisquestionbypresentingmydefinitionsandreviewingthoseofotherauthorswhohavehelpedclarifymythinking.Collaborationisaphilosophyofinteractionandpersonallifestylewhereascooperationisastructureofinteractiondesignedtofacilitatetheaccomplishmentofanendproductorgoal.Collaborativelearning(CL)isapersonalphilosophy,notjustaclassroomtechnique.Inallsituationswherepeoplecometogetheringroups,itsuggestsawayofdealingwithpeoplewhichrespectsandhighlightsindividualgroupmembers'abilitiesandcontributions.Thereisasharingofauthorityandacceptanceofresponsibilityamonggroupmembersforthegroupsactions.Theunderlyingpremiseofcollaborativelearningisbaseduponconsensusbuildingthroughcooperationbygroupmembers,incontrasttocompetitioninwhichindividualsbestothergroupmembers.CLpractitionersapplythisphilosophyintheclassroom,atcommitteemeetings,withcommunitygroups,withintheirfamiliesandgenerallyasawayoflivingwithanddealingwithotherpeople.Cooperativelearningisdefinedbyasetofprocesseswhichhelppeopleinteracttogetherinordertoaccomplishaspecificgoalordevelopanendproductwhichisusuallycontentspecific.Itismoredirectivethanacollaboratvesystemofgovernanceandcloselycontrolledbytheteacher.Whiletherearemanymechanismsforgroupanalysisandintrospectionthefundamentalapproachisteachercenteredwhereascollaborativelearningismorestudentcentered.SpencerKaganinanarticleinEducationalLeadership(Dec/Jan1989/1990)providesanexcellentdefinitionofcooperativelearningbylookingatgeneralstructureswhichcanbeappliedtoanysituation.HisdefinitionprovidesanunbrellafortheworkcooperativelearningspecialistsincludingtheJohnsons,Slavin,Cooper,GravesandGraves,Millis,etc.Itfollowsbelow:"Thestructuralapproachtocooperativelearningisbasedonthecreation,analysisandsystematicapplicationofstructures,orcontent-freewaysoforganizingsocialinteractionintheclassroom.Structuresusuallyinvolveaseriesofsteps,withproscribedbehaviorateachstep.Animportantcornerstoneoftheapproachisthedistinctionbetween"structures"and"activities"."Toillustrate,teacherscandesignmanyexcellentcooperativeactivities,suchasmakingateammuraloraquilt.Suchactivitiesalmostalwayshaveaspecificcontent-boundobjectiveandthuscannotbeusedtodeliverarangeofacademiccontent.Structuresmaybeusedrepeatedlywithalmostanysubjectmatter,atawiderangeofgradelevelsandatvariouspointsinalessonplan."JohnMyers(CooperativeLearningvol11#4July1991)pointsoutthatthedictionarydefinitionsof"collaboration",derivedfromitsLatinroot,focusontheprocessofworkingtogether;therootwordfor"cooperation"stressestheproductofsuchwork.Co-operativelearninghaslargelyAmericanrootsfromthephilosophicalwritingsofJohnDeweystressingthesocialnatureoflearningandtheworkongroupdynamicsbyKurtLewin.CollaborativelearninghasBritishroots,basedontheworkofEnglishteachersexploringwaystohelpstudentsrespondtoliteraturebytakingamoreactiveroleintheirownlearning.Thecooperati...
