核心素养5C模型研究

合作素养:21世纪核心素养5C模型之五

  • 徐冠兴 ,
  • 魏锐 ,
  • 刘坚 ,
  • 李静懿 ,
  • 康翠萍 ,
  • 马利红 ,
  • 甘秋玲 ,
  • 刘妍
展开
  • 1. 北京师范大学中国基础教育质量监测协同创新中心, 北京 100875;
    2. 北京师范大学中国教育创新研究院;
    3. 英国爱丁堡大学莫雷教育学院, 爱丁堡 EH88AQ;
    4. 天津职业技术师范大学外国语学院, 天津 300222;
    5. 北方工业大学国际学院, 北京 100041;
    6. 天津市教育招生考试院, 天津 300387

网络出版日期: 2020-01-21

Collaboration Competence: Part V of the 5Cs Framework for Twenty-first Century Key Competences

  • Xu Guanxing ,
  • Wei Rui ,
  • Liu Jian ,
  • Li Jingyi ,
  • Kang Cuiping ,
  • Ma Lihong ,
  • Gan Qiuling ,
  • Liu Yan
Expand
  • 1. China Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing 100875, China;
    2. China Education Innovation Institute, Beijing Normal University, Beijing 100875, China;
    3. Moray House School of Education and Sport, The University of Edinburgh, Edinburgh EH88AQ, UK;
    4. School of Foreign Languages, Tianjin University of Technology and Education, Tianjin 300222, China;
    5. College of International Education, North China University of Technology, Beijing 100041, China;
    6. Tianjin Educational Admission and Examinations Authority, Tianjin 300387, China

Online published: 2020-01-21

摘要

合作是21世纪公民的必备素养,关注合作素养具有重要的现实意义。合作素养是一系列合作技能与态度的集合,涵盖愿景认同、责任分担与协商共进三个要素。愿景认同是基础,责任分担是关键,协商共进是保障。三要素相辅相成,有机融合。合作素养可以培养,如何结合中国语境,深入推进合作素养培养与评价是当前和今后的重要研究任务。

本文引用格式

徐冠兴 , 魏锐 , 刘坚 , 李静懿 , 康翠萍 , 马利红 , 甘秋玲 , 刘妍 . 合作素养:21世纪核心素养5C模型之五[J]. 华东师范大学学报(教育科学版), 2020 , 38(2) : 83 -96 . DOI: 10.16382/j.cnki.1000-5560.2020.02.008

Abstract

Collaboration competence is a must for citizens in the 21st century. Stressing the importance of developing students’ collaboration competence has far-reaching implications. As a composite of a series of skills and attitudes, collaboration competence can be further classified into three subskills: the ability of identifying common goals and values, the ability of taking shared responsibility and the ability of communicating and negotiating for a win-win situation. In this model, identifying common goals and values is the starting point of a collaborative activity and taking shared responsibility plays a central role in the process, while communicating and negotiating for a win-win situation provides an effective means to achieve common goals. These three subskills complement and integrate with each other. Collaboration competence can be developed through school education and the development process should be designed in a scientific manner. Present and future studies on collaboration competence in China should focus more on how to develop and assess students’ collaboration competence in the Chinese context.

参考文献

程伟. (2015). 小组学习的实践误区及常态回归. 中国教育学刊,(10),59-62
李阳, 白新文. (2015). 内部动机和亲社会动机影响员工创造力的双路径模型. 浙江大学学报(理学版),(6),660-666
盛群力. (2008). 旨在培养解决问题的高层次能力——马扎诺认知目标分类学详解. 开放教育研究,(2),10-21
王灿明. (2007). 农村基层小学合作学习状况的调查分析. 全球教育展望,(11),86-91
王洁. (2018). 中国四省市15岁在校学生合作问题解决能力表现及影响因素——基于PISA 2015数据分析. 教育发展研究,(10),60-68
于国文, 曹一鸣. (2017). 跨学科教学研究: 以芬兰现象教学为例. 外国中小学教育,(7),57-63
袁建林, 刘红云. (2016). 合作问题解决能力的测评: PISA2015和ATC21S 的测量原理透视. 外国教育研究,43(12),45-56
臧秀霞. (2016). 一门受到“质疑”的课程: 山东省潍坊高新区钢城现代学校UDP课程实施纪实. 中国民族教育,(8),57-59
中国科学院领导力课题组. (2009). 愿景领导力研究. 领导科学,(2),26-29
Alina, B., Lavinia, N (2017). Developing Teamwork and Reading Skills in the ESP Classroom: A Case Study. “Ovidius” University Annals, Economic Sciences Series, 17(1)
Andrusyk, D., &Andrusyk, S. (2003). Improving Student Social Skills Through the Use of Cooperative Learning Strategies. (Master’s thesis). Saint Xavier University, Chicago, IL.
Baghaei, N., Mitrovic, A. & Irwin, W (2007). Supporting collaborative learning and problem-solving in a constraint-based CSCL environment for UML class diagrams. International Journal of Computer-Supported Collaborative Learning, 2(2), 159-190
Brown, J.S. &Duguid, P. (2000). The Social Life of Information. Harvard Business School Press. Boston, MA.
Druskat, V. U., & Kayes, D. C. (2000). Learning versus Performance in Short-term Project Teams. Small Group Research, 31(3), 328-353
Finnish National Board of Education. (2016a). New National Core Curriculum for Basic Education: Focus on School Culture and Integrative Approach. Helsinki, Finland. Retrieved from http://www.oph.fi/download/174369_new_national_core_curriculum_for_basic_education_focus_on_school_culture_and.pdf.
Francis, D. and Young, D. (1992), Improving Work Groups: A Practical Manual for Team Building, rev. ed., Pfeiffer & Co, San Diego, CA.
Garcia-Mila, M., Gilabert, S., Erduran, S., & Felton, M. (2013). The effect of argumentative task goal on the quality of argumentative discourse. Science Education, 97(4), 497-523
Gillies, R. M. (1999). Maintenance of cooperative and helping behaviors in reconstituted groups. Journal of Educational Research, 92(6), 357-363
Gokhale, A.A. (1995). Collaborative Learning Enhances Critical Thinking. Journal of Technology education. 7(1), Retrieved on 6 Jan 2018, from: https://scholar.lib.vt.edu/ejournals/JTE/v7n1/gokhale.jte-v7n1.html.
Griffin M.A., Patterson M.G. & West M. A. (2001). Job satisfaction and teamwork. Journal of Organizational Behavior, 22, 537-550
Griffin, P., McGaw, B., & Care, E. (Eds.). (2012). Assessment and teaching of 21st century skills. New York, NY: Springer.
Heywood J.S. & Jirjahn, U. (2004). Teams, teamwork and absence. The Scandinavian Journal of Economics, 106(4), 765-782
International Society for Technology in Education (ISTE). (2015). ISTE Standards for Students. Retrievedfrom http://www.iste.org/standards/standards-for-students.
Ladd, G., Kochenderfer-Ladd, B., Visconti, K., Ettekal, I., Sechler, C., & Cortes, K. (2013). Grade-school children’s social collaborative skills: Links with partner preference and achievement. American Educational Research Journal, 51, 152-183
Lai, E. R., DiCerbo, K. E., & Foltz, P. (2017). Skills for Today: What We Know about Teaching and Assessing Collaboration. London: Pearson.
Lau, P., Kwong, T., Chong, K. & Wong, E. (2014). Developing Students’ Teamwork Skills in a Cooperative Learning Project. International Journal for Lesson and Learning Studies, 3(1), 80-99
Lowman, J. (1987). Giving Students Feedback. In Weimer, M.G. (ed.), Teaching Large Classes Well: New directions for teaching and learning. San Francisco, California; USA. Jossey bass Publishing.
Lowry, P. B., Roberts, T. L., Romano Jr, N. C., Cheney, P. D., & Hightower, R. T. (2006). The impact of group size and social presence on small-group communication: Does computer-mediated communication make a difference?. Small Group Research, 37(6), 631-661
Mathieu, J., Maynard, M. T., Rapp, T., & Gilson, L. (2008). Team effectiveness, 1997–2007: A review of recent advancements and a glimpse into the future. Journal of Management, 34(3), 410-476
Morgeson, F. P., Reider, M. H., & Campion, M. A. (2005). Selecting individuals in team settings: The importance of social skills, personality characteristics, and teamwork knowledge. Personnel Psychology, 58(3), 583-611
Muldner, K., Lam, R., & Chi, M. (2014). Comparing learning from observing and from human tutoring. Journal of Educational Psychology, 106, 69-85
OECD (2009), 21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers, No. 41, OECD publishing.
OECD PISA Collaborative Problem Solving Expert Working Group (2013). PISA 2015 Draft Collaborative Problem Solving Framework. Retrieved from http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Collaborative%20Problem%20Solving%20Framework%20.pdf.
Resnick, L.B. (1987). Education and Learning to Think, Washington, DC, USA. National Academy Publishing.
Riebe, L., Girardi, A., & Whitsed, C. (2016). A systematic literature review of teamwork pedagogy in higher education. Small Group Research, 47(6), 619-664
Roschelle, J. &Teasley, S. D. (1995). The Construction of Shared Knowledge in Collaborative Problem Solving. In C. E. O’Malley (Ed.), Computer-Supported Collaborative Learning. Berlin: Springer-Verlag.
Rousseau, V., Aubé, C., Savoie, A. (2006). Teamwork Behaviors: A Review and an Integration of Frameworks. Small Group Research, 37(5), 540-570
Rotherham, A. J., & Willingham, D. T. (2010). 21st-centurySkills: Not New, But a Worthy Challenge. American Educator, Spring, 17-20.
Salas, E., Burke C.S. & Cannon-Bower J.A (2000). Teamwork:emerging principles. International Journal of Management Reviews, 2(4), 339-356
Salas, E., Sims D. E. & Burke C. S. (2005). Is there a ‘big five’ in teamwork?. Small Group Research, 36(5), 555-599
Salas, E., Cooke, N. J., & Rosen, M. A. (2008). On teams, teamwork, and team performance: Discoveries and developments. Human Factors, 50(3), 540-547
Stevens, M. J., & Campion, M. A. (1994). The knowledge, skill, and ability requirements for teamwork: Implications for human resource management. Journal of Management, 20(2), 503-530
Symeonidis, V., & Schwarz, J. F. (2016). Phenomenon-based Teaching and Learning through the Pedagogical Lenses of Phenomenology: The Recent Curriculum Reform in Finland. Forum O’swiatowe, 28(2), 31-47
Tomasello, M., & Hamann, K. (2012). Collaboration in young children. Quarterly Journal of Experimental Psychology, 65(1), 1-12
UNESCO. (2011). Education and Skills for Inclusive and Sustainable Development Beyond 2015. Thematic Think Piece for the UN Task Team on the Post-2015 International Development Agenda. Paris, UNESCO.
Webb, N. M. (1982). Group Composition, Group Interaction, and Achievement in small groups. Journal of Educational Psychology, 74(4), pp.475-484
Zhang, X., & Zou, X. (2013). University students’ employability skills model based on Chinese employer perspective. Journal of Human Resource and Sustainability Studies, 1, 29-33
文章导航

/