The Study Of Cooperative Learning In The Night University

The construction of lifelong education system and learning society is a basic national policy ofour country. Adult as the main part of the society, should become the main learning groups of thenational policy, adult education as the main way, should shoulder the implement this one nationalpolicy the main role. The night university as the main form of adult higher education, is one of theways to realized the lifelong education and learning society, it plays an irreplaceable role in adulteducation. However, the night university classroom teaching quality has passable, the communityon the adult education overall comment is also very unsatisfactory. On how to improve theteaching quality of night university issues, scholars are generally from the school management,credit system, classroom management and other aspects of research, research on teaching is notmuch. Because of this, this research wants in terms of cooperative road at night, university andother adult teaching form to provide reference and guidance.Firstly, domestic and foreign experts in the research on coorperative learning were reviewedon which the concept of cooperative learning is defined. Then, combines the characteristics ofnight students and cooperative learning theory, points out that the significance of the night colledgeclassroom carrying out cooperative learning. Additionly, I launched a survey on cooperativelearning in the night university, and supplemented by teacher interviews to identify issues in nightuniversity classroom. Finally, the combination of literature and the findings preliminary given thefour strategic proposals.Based on the research results, the author found that resulted in cooperative learning in nightuniversity is diffcult to effectively implement the main reasons are as follows: the first, the teacherbias the adult students’ ability, affecting the implementation of cooperative learning initiative; thesecond, the limited class hours and heavy teaching tasks, limiting the cooperative learning fullycarry out; the third, the teacher can’t understand the cooperative learning deeply. With theseproblems, I give some corresponding strategies in the fourth part of the article.