UC知道帮忙翻译一下,急!(2)
来源：百度知道 编辑：UC知道 时间：2024/05/23 15:01:57
Secondly, the differences of group cooperation and problem solving process in
different divided form of groups:
(1) In group cooperation: members of homogeneous low-score group had much
higher frequency of participation and interaction in the process, and secondly
was heterogeneous group. Besides, no evident difference of group identification
showing in three groups.
(2) In problem solving: no evident difference on the quantity of the ideas
arisen by three groups, fewer ideas were produced, and were evaluated for the
possibilities in the practical operation. Homogeneous low-score group tended
to persist in adopting the prior decided ideas to their practical works while
homogeneous high-score group and heterogeneous group were continuously testing
the possibilities of the ideas one by one. Homogeneous low-score group and
heterogeneous group had equal performance on work`s achievement.
Thirdly, the factors infl
different divided form of groups:
(1) In group cooperation: members of homogeneous low-score group had much
higher frequency of participation and interaction in the process, and secondly
was heterogeneous group. Besides, no evident difference of group identification
showing in three groups.
(2) In problem solving: no evident difference on the quantity of the ideas
arisen by three groups, fewer ideas were produced, and were evaluated for the
possibilities in the practical operation. Homogeneous low-score group tended
to persist in adopting the prior decided ideas to their practical works while
homogeneous high-score group and heterogeneous group were continuously testing
the possibilities of the ideas one by one. Homogeneous low-score group and
heterogeneous group had equal performance on work`s achievement.
Thirdly, the factors infl
其次,集体合作和解决分歧的过程划分不同形式组: (1)在小组合作:我 齐构件得分低组频率更高的参与和互动的过程,一个 四是异质小组第二. 此外,无明显差异显示鉴定组三个组别. (2)在解题:无明显差异的数量出现了三个组别的理念, 少制作理念,并评估是否可能在实际运作. 齐得分低组倾向于坚持自己的想法,决定采用事先实事而齐高分数组 异构和不断测试组的可能性想法一一. 齐得分低组和异质组同等工作绩效的指标`. 第三,解决问题的创造性因素影响合作组:团体形式划分, 难度任务,事先了解学生之中,学生的学习习惯之中,并发挥说法,学习环境, 学生之中,社会关系和技巧. 据研究发现, 提出了一些具体建议,以创造性的科学活动和教师的未来研究方向. 关键字:合作学习、创造性问题解决、科学创造力、组互动.