Cultivation of Contemporary Children and Adolescent Cooperation Capability

On September 24, 2017, the General Office of the Central Committee of the Communist Party of China and the General Office of the State Council issued the "Opinions on Deepening the Reform of the Education System and Mechanism", which clearly proposed to focus on cultivating the key capabilities of supporting lifelong development and adapting to the requirements of the times. Critical capabilities are cognitive ability, cooperation ability, innovation ability, and professional ability. The 21st Century League League of the United States also proposes a 4C model of the 21st century core literacy, including Critical Thinking, Creativity, Communication, and Collaboration. For children and adolescents, cooperation is not only a key ability in the field of learning, but also an important way for pro -social interaction and integration into the group. It not only affects the quality of companion relations, but also affects the self -development of individuals and physical and mental health. However, early social psychology research found that without special guidance, people are more inclined to choose competition rather than cooperation, which is concerned with the concerns of lack of resources, distrust of others, seeking the advantages of society comparison, etc. The mentality is closely related. In other words, competition is an instinct of evolution, and cooperation requires the guidance of the day after tomorrow. Therefore, the cultivation of cooperation capabilities is the urgent task in the current development of children and adolescents.

Development characteristics of children and adolescent cooperation capabilities

Unlike the pro -social behavior of altruism, sharing, etc., the cooperation emphasizes the two -way attention to the needs or interests of self and others. It is also conducive to the behavior of the results of others. According to the comprehensive model of Parks, variables such as individuals and cultural differences first affect the tendency of cooperation, and then through motivation conversion and decision -making situation characteristics, ultimately affect the actual cooperation between individuals and others. With the accumulation of cooperation times, individuals who frequently show their willingness to cooperate and behavior are more likely to form a stable cooperation personality. Cooperation behavior not only depends on the driver of personal good thoughts or other motivations, but also needs to take into account the goals of the group, the intention of the other party, the mutual benefit and win -win situation of the two parties, and the external situation pressure. This means that the psychological mechanism behind the cooperation process is more complicated, so the ability to complete the cooperation is more diverse, not just the release of goodwill.

Cooperation ability refers to the ability to work and respect each other with different teams. Individuals show flexibility and willingness to take the initiative, can make necessary compromises and concessions to achieve common goals, share responsibilities for collective work, and pay attention to the personal contribution made by team members. From the perspective of development, there are obvious differences in the awareness and understanding of children and adolescents in different ages. At the low grade of early childhood or elementary school, good cooperation is "two people doing things together". Together is cooperation, and the cooperation motivation shows obvious relationship orientation. For senior primary school children, good cooperation refers to Through division of labor and cooperation to complete the task, the cooperation motivation shows obvious task orientation; for young people with higher age, good cooperation is a reciprocal choice, depending on whether individuals have a common goal, and work together for the group to work for the group. Contributions, and can benefit from the cooperation of the Communist Party of China, the cooperation motivation shows a relatively obvious fair orientation. Based on the different understanding of cooperation, there will be differences in cooperation shown by individuals in different ages. Therefore, in the education process, according to the actual cognitive level of children and adolescents, the design -developed cooperation capabilities and cultivation plans need to be designed.

Existing problems in the cultivation of previous cooperation capabilities

First, attach importance to the transmission of cooperation concepts and lack the cultivation of effective cooperation capabilities. In previous cooperation education, society, schools and families have always attached more attention to the cultivation of cooperation awareness and concepts, emphasizing the importance of cooperation, and these efforts are effective. Many surveys show that the tendency of cooperation between children and adolescents in my country is generally high, with an average score of 4 or more, showing a positive distribution. In 2015, an investigation of 15 -year -old students in Beijing, Shanghai, Jiangsu, and Guangdong Province found that more than 80%of students held a positive cooperation attitude, but only 6%of students had high cooperation with high cooperation. ability. The average score of Chinese students' cooperation with the problem is only 20 among 51 countries and economies participating in the project. These data show that although Chinese teenagers have a strong sense of cooperation, their ability to perform in actual cooperation is not outstanding, and there is still much room for improvement in the past training model.

Second, there is currently lack of structural models that can reflect the dynamic development of children's and adolescent cooperation capabilities. Based on the principles of continuity and staged development, the cooperative ability structure of children and adolescents in different ages should be different. Individuals of each age group have their own behavioral characteristics. (Quantity), structural differences (qualitative) should also be shown. Therefore, the original single model structure and evaluation tools cannot accurately reveal the differences in the development process, and it is not appropriate to use adult standards to frame and evaluate children's cooperation level. For example, we believe that cooperation should include common goals and mutual collaboration, and mutual cooperation includes division of labor and cooperation. However, what is division of labor and cooperation? Due to the level of cognitive level, young children may not understand these abstract concepts, and even do not even know whether their behavior belongs to division of labor or cooperation, but this does not prevent them from conducting cooperation in their own definition methods. Third, classroom cooperation learning carried out by most primary and secondary schools often shows superficial and passive tendencies. In the 1990s, the domestic education community introduced cooperative learning concepts and paradigms, and advocated adding some elements of cooperation inquiries during the teaching process. The direct result of the "cooperation" into the classroom is that the words of primary and secondary school students are not only familiar with the word cooperation, but also have more and more opportunities for practical exercise cooperation. However, as scholars pointed out at the annual forum of class reform in the national primary and secondary school classroom reform in 2017, there are six major pain points in the current cooperation learning: one is the blurring of independent learning, the second is the lack of learning, the third is the excessive cooperation, the fourth is the fourth is the excessiveization of the cooperation, the fourth is that the fourth is that The superficiality of cooperation is the utilitarianization of cooperation, and six is ​​the phenomenon of cooperation. The superficial result is that the form is greater than the content, and the "cooperation" is limited to "sitting together" to discuss the problems raised by the teacher together. For a few minutes, in -depth interaction learning cannot be carried out, so it seems "lively and effective". These groups of cooperation are often arranged according to the needs of teachers, not students 'initiative to participate, and it is difficult to truly mobilize students' vitality.

Fourth, the cooperative education of adolescents should not only stay at the academic level, and to intervene in a larger social perspective. During the response to the new crown pneumonia's epidemic, each individual is facing a dilemma similar to the dilemma similar to the dilemma of social public goods similar to one of the classic cooperation experiments. In fact, it is also a real social cooperation test. Social dilemma means that when facing the conflict between personal interests and group interests, individuals must make choices between maximizing personal interests and maximizing group interests. In the short term, regardless of whether other people in the group cooperate, individuals choose not to cooperate more than choosing cooperation, but if everyone chooses not to cooperate, then the interests of the group will be damaged, and the actual income obtained by the individual will be reduced in the end. Essence As a community that may face more crisis tests in the future, how to deal with the conflict between the small and the big self, and work together to overcome the difficulties. It is an important challenge that children and adolescents need to deal with them. Essence

The path to enhance the ability of children and adolescents

Cooperation literacy is a collection of knowledge, abilities, character and attitude reflected by individuals to better complete cooperation tasks and achieve team goals. As one of the important components, the improvement of children's and adolescent cooperation capabilities can be considered the following paths.

First of all, make full use of the internal and external resources of the school, and penetrate the ability to penetrate the ability of cooperation in multidisciplinary teaching and activities. Cooperation learning can not only help students understand each other, but also stimulate students' motivation for learning. Most of the cooperative learning is guided by tasks, which means that the tasks are different, and the partners and difficulties will change. If the duration of the cooperation relationship is short, the positive impact on each member will be relatively short. Therefore, it is recommended that all disciplines coordinate the establishment of a long -term cooperative student companion group, which has a continuous positive role in the achievement of the goal of learning tasks, the improvement of the relationship between the companion and the mental health status, and can also improve the effective cooperation and interaction to the growth of children and adolescents. the value of.

Secondly, ensure that students' moderate sports time, promoting group sports such as ball or relay. Montek and Honny believe that the essence of mental health is the ability to maintain and develop cooperative relationships. Integrating the social group is not only the main goal of the development of children and adolescents, but also the core indicators to measure the success of children and adolescents. Groups such as balls can effectively promote the positive behavior between companions and improve their peers acceptance. Cooperation in the movement can also bring a lot of benefits to children and adolescents, such as promoting moral self -discipline, overcoming self -centers, and training problems.

Third, encourage parent -child cooperation and interaction in the family to enable children and adolescents to learn and master basic interpersonal communication and collaboration skills. The family environment of the only child and the social atmosphere advocating competition are not conducive to the cultivation of children's and adolescent cooperation capabilities. In the early growth environment, the lack of partners is more likely to stimulate and strengthen children's self -centered tendencies. Therefore, encourage the family to carry out more cooperative parent -child interactions, and provide children with more social skills training through playing games and stories.

Finally, children and adolescents are encouraged to participate in community volunteer activities or services.There are many real social dilemma in social life, such as blood donation, taxation, garbage classification, and consciously wearing masks or home isolation during the epidemic. These behaviors can be transformed into public contributions to society and the maximum of social and group interests.Children and adolescents should be encouraged to sign up for public welfare activities in the community, such as book sharing, old object exchange, serving as green chemical compulsory workers in the community, etc., pay attention to the needs of people around them, recognize the important value of group cooperation, break the "ego" and "private me"Cognitive limitations and promote the healthy development of personality.(Author unit: Department of Psychology at the School of Education, Shanghai Normal University)

Source: China Social Science Network-Journal of Social Sciences of China

Author: Cui Liying

- END -