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Genesis, essence and structure of pedagogical technology “Cooperative learning”

Annotation

The emergence of pedagogical technologies and their mass introduction dates back to the 1960s. Reformation of the American and European schools was provoked by reinterpretation of the learning goals. However, the historical roots of some pedagogical technologies are much older than studies of J. Carroll and D. Bruner – renowned authorities in this area of research. One of these technologies is cooperative learning. Initially recognized as a key component of humanistic pedagogy of J. Dewey, this technology has been further developed in works of many Soviet and foreign scholars. In the 1920s, the works by J. Dewey had a serious impact on the reformation of the Soviet education system, which aimed to educate the entire population of the Soviet Union. However, for some reasons, the gradual introduction of cooperative learning into learning process took a break in the 1930s. Since the late 1990s, a serious pedagogical crisis has emerged in the Russian Federation, which cannot be mended by traditional education system; it encourages many teachers to look at the well-studied pedagogical technologies from a different perspective. Today the social order sets new requirements concerning a major breakthrough in training a person. Teamwork and analytical thinking skills, the ability to lifelong self-education and self-development require fundamental changes in the traditional education system. At the same time, for the successful implementation of pedagogical technology, it is necessary to resolve a number of issues related to the essence of the concept of cooperative learning and the definition of components. Research relevance is indicated, the historical roots and essence of the concept of pedagogical technology of cooperative learning are determined, examples of the practical application of models of this pedagogical technology are exemplified.

Keywords

pedagogical technology, cooperative learning, activity-based approach, outcome-based approach, motivation, social interdependence theory, generative learning theory

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DOI

10.20310/1810-0201-2021-26-193-38-46

UDC

378.147+372.811.111.1

Pages

38-46

References

1. Bogolepova S.V., Shadrova E.V. Metodologiya obucheniya inostrannomu yazyku v vuze: realizatsiya FGOS VPO [Methodology of foreign language education in university: implementation of Federal State Educational Standard of higher education]. Prepodavatel’ XXI vek [Teacher 21st Century], 2015, no. 2-1, pp. 189-203. (In Russian). 2. Slastenin V.A., Isayev I.F., Shiyanov E.N. Pedagogika [Pedagogy]. Moscow, Publishing center “Akademiya”, 2002, 576 p. (In Russian). 3. Dewey J. Democracy and Education: An Introduction to the Philosophy of Education. New York, Macmillan Publ., 1916, 456 p. 4. Tomina E.F. Pedagogicheskiye idei Dzhona D’yui: istoriya i sovremennost’ [John Dewey’s pedagogical ideas: history and modernity]. Vestnik Orenburgskogo gosudarstvennogo universiteta [Bulletin of the Orenburg State University], 2011, no. 2 (121), pp. 360-366. (In Russian). 5. Slavin R. Cooperative learning and academic achievement: Why does groupwork work? Anales De Psicologia, 2014, no. 30 (3), pp. 785-791. https://doi.org/10.6018/analesps.30.3.201201 6. Johnson D., Johnson R. Learning together and alone: Overview and meta-analysis. Asia Pacific Journal of Education, 2002, no. 22 (1), pp. 95-105. https://doi.org/10.1080/0218879020220110 7. Johnson D., Johnson R. Social interdependence in the classroom: Cooperation, competition, and individualization. Journal of Research and Development in Education, 1978, pp. 3-15. 8. Johnson D., Johnson R. Cooperative learning and achievement. Cooperative Learning: Theory and Research. New York, Praeger Publ., 1990, pp. 23-27. 9. Vygotskiy L.S. Dinamika umstvennogo razvitiya shkol’nika v svyazi s obucheniyem [The dynamics of the mental development of a schoolchild in connection with learning]. Umstvennoye razvitiye detey v protsesse obucheniya [Mental Development of Children in the Learning Process]. Moscow, Leningrad, 1935, pp. 33-52. (In Russian). 10. Johnson D., Johnson R. An educational psychology success story: social interdependence theory and cooperative learning. Educational Researcher, 2009, no. 38 (5), pp. 365-379. https://doi.org/10.3102/ 0013189x09339057 11. Roseth C., Johnson D., Johnson R. Promoting early adolescents’ achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 2008, no. 134 (2), pp. 223-246. https://doi.org/10.1037/0033-2909.134.2.223 12. Polat E.S. Obucheniye v sotrudnichestve [Cooperative learning]. Inostrannyye yazyki v shkole – Foreign Languages at School, 2000, no. 1, pp. 4-11. (In Russian). 13. Sysoyev P.V. Sovremennyye informatsionnyye i kommunikatsionnyye tekhnologii: didakticheskiye svoystva i funktsii [Modern information and communication technologies: didactic characteristics and functions]. Yazyk i kul’tura – Language and Culture, 2012, no. 1 (17), pp. 120-133. (In Russian).

Received

2021-06-17

Section of issue

Theory and methods of foreign language teaching in higher school

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