Putnam J, Markovchick K, Johnson D W, Johnson R T
School of Education, University of Maine at Presque Isle, USA.
J Soc Psychol. 1996 Dec;136(6):741-52. doi: 10.1080/00224545.1996.9712250.
The effects of cooperative learning on 417 regular-education students, acceptance of 41 of their special-education classmates were examined in an 8-month study. The participants were in Grades 5-8 in 21 classes in 2 U.S. schools. The 3 conditions were cooperative learning and competitive learning, taught by the same teachers, and competitive learning, taught by a random sample of teachers. In October and in May, the regular-education students rated each classmate's desirability as a work partner. The students' peer ratings were generally very stable, for both their regular-education classmates and their special-education classmates. Positive changes in peer ratings for both types of classmates occurred more frequently in the cooperative-learning condition than in the competitive-learning conditions.
在一项为期8个月的研究中，考察了合作学习对417名普通教育学生的影响，以及他们对41名特殊教育同学的接纳情况。参与者来自美国2所学校的21个班级，就读于5至8年级。三种条件分别为：由相同教师授课的合作学习和竞争学习，以及由随机抽取的教师授课的竞争学习。在10月和5月，普通教育学生对每位同学作为学习伙伴的合意程度进行评分。学生对普通教育同学和特殊教育同学的同伴评分总体上都非常稳定。与竞争学习条件相比，在合作学习条件下，两类同学的同伴评分出现积极变化的情况更为频繁。
