Putnam J W, Rynders J E, Johnson R T, Johnson D W
Except Child. 1989 Apr;55(6):550-7. doi: 10.1177/001440298905500609.
Structuring cooperative learning activities has been shown to be an effective technique for integrating handicapped and nonhandicapped students. Previous research in this area has focused on the relative effects of cooperative versus competitive and individualistic learning situations upon peer relations and academic achievement. Few investigations have examined the various elements within the cooperative learning model that appear to promote positive peer interactions among handicapped and nonhandicapped students. The present study evaluated the influence of collaborative skill instruction versus no collaborative skill instruction on the social interaction behaviors of moderately/severely handicapped and nonhandicapped students participating in group science activities. These data reveal that students receiving collaborative skill instruction interacted more positively with one another than those who did not receive the instruction.
组织合作学习活动已被证明是一种整合残疾学生和非残疾学生的有效方法。该领域以前的研究集中在合作学习与竞争学习和个人主义学习情境对同伴关系和学业成绩的相对影响上。很少有调查研究合作学习模式中那些似乎能促进残疾学生和非残疾学生之间积极同伴互动的各种要素。本研究评估了合作技能指导与无合作技能指导对参与小组科学活动的中度/重度残疾学生和非残疾学生社交互动行为的影响。这些数据表明，接受合作技能指导的学生比未接受指导的学生彼此之间互动更积极。
