Cooperative learning(Student-centered classroom)

In the theory of constructivism, Vygotsky believes that the communication between children and others who are more capable than themselves is an important condition for the development of their own mind and language skills. Thus Vygotsky proposed the theory of Zone of Proximal Development, arguing that children can continue to develop above the current level and are likely to reach a higher level. (Chaiklin, 2003)

I believe that this kind of cooperation not only activates the classroom atmosphere, but also helps students establish self-confidence in learning. Through the cooperation of the group, students experience the happiness of successful cooperation,also develop their sense and spirit of teamwork. In addition, in the student-centered constructivism classroom, traditional teaching methods have to be changed. The teacher should be transformed from knowledge transmitters to students’ guides and become a high-level partner for students.

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I remember when I was in junior high school, there was a topic in the textbook that A and B want to go to the cinema on the weekend, but there is only one movie ticket. So students need to design a fair plan to decide who would go to the cinema. The results of the discussion were varied. Some groups said that they used coin tossing method, other groups replied that they used the turntable method, and some students thought that it was a good way to roll the dice…On the surface, it seems that “group discussion” has no great effect, but students make their opinions or ideas affirmed by classmates and teachers through cooperative learning. Students do not feel that learning is stress or burden.

References:

Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning and instruction. Vygotsky’s educational theory in cultural context, 1, 39-64.