摘要
如何使学生在提高学业成就的同时，重视和发挥学生主体作用，增进心理健康和健全的人格是现代教育学和心理学界的突出主题。许多研究的重心从教师的“教”转向学生的“学”，重视不同的教学情境对学生心理品质的影响和塑造，注重学生个体因素对教学效果的影响。合作学习作为一种教学理论或策略已经在世界范围内被广泛接受和运用，也是我国新一轮课程改革提倡的新的学习方式之一。本研究主要从社会认知的角度，以合作学习的理论为指导，通过调查法、观察法和实验法展开研究。调查研究部分主要对高中生的合作学习情况和合作技能方面进行问卷调查。调查对象为高一、高二学生，共441名。本论文研究重点放在实验部分，实验班与控制班学生在体育课认知加工过程、合作技能以及成绩方面的比较，进而探讨合作学习对高中学生在认知、合作技能及成绩上的影响。实验对象为高二学生，选择基础值同质水平的两个女生班和男生班，一个男生班和一个女生班为对照班，另一个男生班和另一个女生班为实验班，实验班与对照班学生共187名。经过连续的16学时的体育课堂教学实验后，让被试完成认知加工过程问卷和合作技能问卷，并进行学习内容的成绩评定。
2.高中生在合作技能的某些方面略显不足，应加强对高中学生合作技能的指导，
创设教学情境促使学生对合作技能的运用。
3.良好的合作技能是促进有效合作学习的关键因素。
4.实验班学生在合作学习教学实验中进行了合作技能的指导与运用，实验后学生
的合作技能有明显的改善。
5.实验班在合作学习教学实验后，学生在认知加工过程上有明显的改善，主要反
映在注意力和参与性两方面，合作学习能使学生在认知上注意力更集中，主体参
与性更强，热情更高。
6.男女生在体育课认知加工过程上存在一些差异。男生的参与性比女生强，女生
的注意力比男生更容易集中。
7.实验班和对照班在不同的教学方法教学后，学生的成绩都有提高，但是，采用
合作学习教学的实验班的成绩提高幅度明显要大于采用个体化竞争性教学的对
照班。男女生成绩与教学方法之间没有存在性别差异。
8.实验班级在课堂心理气氛上明显优于对照班级。
As improving students' achievement performance, attaching importance to build up student's principal part character and facilitating students' psychological health and integrated personality have been the new concerns in the world of education and psychology of education.
Cooperative learning, as a teaching theory and strategy system, having been broadly accepted and widely used all over the world. It is also the one of learning ways that advocated by the new curriculum reform of our country. Compared with the traditional class system, cooperative learning has an outstanding advantage in promoting the communications among students, developing their social skills and social emotions and improving teaching quality in a broad sense. The research is guided by cooperative learning theory, from a social-cognitive angle and focus the research on the comparison between the two experiment classes and two control classes on cognitive processes and performance in physical education classes. The research is composed of two parts: one and the first is investigation research on cooperative learning and cooperative social skills which comprised 269 subjects of first and second-grade of a junior high school, another and the second part is teaching experimental research on the effect of coope
rative learning on students' cognitive processes and performance which comprised 187 subjects. After 16 times physical education teaching intervention, subjects were asked to complete Cognitive Processes Questionnaire of Physical Education, while their performance of learning was evaluated.
The result Showed: 1. Cooperative learning can be absolutely practiced in physical education classes, it is
a effective way to improve student's performance and social-cognition.
2. The investigation's result shows that the cooperative skills mastered by high junior school students are not much.
3. Good cooperative skill is the critical factor to launch an effective cooperative learning.
4. The experimental classes students' cooperative skills are improved evidently after they were instructed social skills.
5. The experimental classes students' cognitive processes are improved, especially on "attention-concentration"and "willingness to engage".
6. There are some differences between boies and girls on cognitive processes. Boies' willingness to engage is better than girls and girls' attention-concentration is better than boies.
7. The performances of either the two experimental classes or the two control classes students' are all improved, but the range of improvement is not the same. The performance of experimental classes is much more improved. There is no differences between boies and girls.
8. The psychological atmosphere of experimental classes is better than the one of the control classes.
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