Study-on-Cooperative-Learning-Model-in-Family-Educ

StudyonCooperativeLearningModelinFamilyEducationforChildrenLIUYuzeSchoolofEducationNorthwestNormalUniversityLanzhou,[e-mail]echano-ElectronicEngineeringLanzhouUniversityofTechnologyLanzhou,[e-mail]—Severalexistingproblemsinchildren’sfamilyeducationinChinaareanalysed.Consideringthebasicfactorsofcooperativelearning,severaladvantagesofchildren’scooperativelearninginfamilyarediscussed.Thebasiccooperativelearningmodelsforfamilyeducationthathavefourkindofbasicformsareproposed.Incooperativelearningprocess,parentsareparticipatorandorganizer,buttheyarenotthemainbody.Thecontentofcooperativelearningcanbedeterminedaccordingtotheneedsofchildren’sgrowth.Documentingchildren’slearningprocessinfamilymakeschildren’slearningvisibleisanimpotantwork.Applyingcooperativelearninginfamilyeducationandintegratingitintochildreneducationplatformcombinedkindergarten,primaryschool,family,andcommunityeducantionhaveimportantsignificanceindevelopmentofthetheoriesabouteducationthatbestservethechildren.Keywords-Children;Familyeducation;Modelofcooperativelearning;StudyI.INTRODUCTIONCooperative,grouplearningisapedagogicaltechniquethathasstudentsworktogetherinsmall,fixedgroupsonastructuredlearningtaskwiththeaimofmaximizingtheirownandeachother’slearning[1-2].Cooperativelearningisalsooneofthemostwidespreadandfruitfulareasoftheory,research,andpracticeineducation.Thislearningformathasbeenappliedtoawidevarietyofcontentareasatalllevels,frompre-schooltopostsecondary,includingmathematics,readingandlanguagearts,science,andsocialstudies,andhasbeenintegratedintocomputerlearningenvironments.JohnsonandJohnsonemphasizesthatfivebasicelementsarenecessaryforeffectiveuseofthemethod:positivegroupinterdependence,individualaccountability,face-to-faceinteraction,socialskillstraining,andgroupprocessing[3].Numerousstudieshavebeenpublishedoverthepastfourdecadesthatdemonstratethebeneftsofcooperativelearning.Thesebeneftsincludeacademicgainsacrossdifferentcurriculumdomains,improvedparticipationinschool-basedlearningandenhancedsocialisationamongpeers,includingmorecross-ethnicandcross-sexrelationships[4-13].Theresearchoncooperativelearninghasbeeninformedfromanumberoftheoreticalperspectivesonhowchildrenlearnandunderwhatconditionstheylearn.OneofthemostinfluentialperspectiveswasdevelopedbyVygotskywhoproposedthatchildren’sknowledge,ideas,attitudes,andvaluesdevelopthroughinteractionswithothers[14].Infact,whenchildreninteractwithadultsormoreablepeers,children’slearningismediatedorscaffoldedsothattheycanoftencompletetasksthattheywouldnotbeabletodobythemselves[15-16].Theareawherethechildcannotsolveaproblemalonebutcanbesuccessfulunderadultguidanceorincollaborationwithmorecapablepeersiscalledthe‘‘zoneofproximaldevelopment’’.Louetal.foundthatcooperativelearningcanbeenhancedwhengroupsizedoesnotexceedfourmembers,instructionisadaptedtotheneedsofthegroup,andteachersaretrainedtoimplementsmallgroupworkintheirclassroom[17].Obviously,implementationofcooperativelearninginvolvesmorethanmerelyhavingchildrenworkingroups.Thus,studytheadultsincludingteacherandparentshowtopalyimportantroleisaurgentsubjectinchildren’scooperativelearning.Hovever,fewstudieshavebepublishedconcerningchildren’scooperativelearninginfamilyeducation.Children’seducationandgrowthhavecomplexandcloseconnectionswiththeirfamily.Everyfactorofafamilyhaspracticalandimmenseeffectonchildren’sgrowth.Ofcourse,educationmodelforfamilyisoneofthemostimportantfactors.InChina,onecommonfamilyhasonlyonechildowingtoplannedparenthoodpolicy,thustheonlychildisthefocusoffamily.Manychildrencansharebettereducationresourcesandobtainmorefavorableeducationopportunity,buttheyhavenopeersintheirgrowthingprocessinfamily.Nowthatcooperativelearningisoneofthemostfruitfulpracticeineducationandisadoptedinmanyofkindergartens,wecanstudyandapplycooperativelearninginchildren’sfamilyeducation.Successfullyapplyingcooperativelearninginfamilyeducationcannotonlyenhancethequalityoffamilyeducationbutalsopromotecooperationwithprimaryschool,family,kindergarten,andcommunity.Thispaperwillanalyseschildren’sfamilyeducationandcooperativelearningbasedonactualitiesinfamilyeducationinChina.Thebasicmodelsofchildren’scooperativelearninginfamilyeducationarestudiedandseveralrecommendationsareproposed.2008InternationalConferenceonComputerScienceandSoftwareEngineering978-0-7695-3336-0/08$25.00©2008IEEEDOI10.1109/CSSE.2008.1331822008InternationalConferenceonComputerScienceandSoftwareEngineering978-0-7695-3336-0/08$25.00©2008IEEEDOI10.1109/CSSE.2008.133182II.COOPERATIVELEARNINGMODELINFAMILYEDUCATIONFORCHILDA.SerevalproblemsinfamilyeducationforchildreninChinaForanyone,familyisthefirstfactorandstartingpointofeducation.Familycanprovidechildrenalmostallofmaterialsandpsychicneedswhichchildren’sgrowthrequireandmakechildren’snaturalgrowthpossible.Forchildren,theirparents’sbringing-up,expectation,caress,attitudeshaveinfluentialactiononformingchildren’scharacters.Nowadays,almosteveryfamilyactownchildasitscoreandhopeinChina,butitisregrettedthatma