Study On The Cooperative Learning Of The Postgraduate In M College Of N University

Globalization has made cooperative consciousness penetrated in various fields.Nowadays the ability of cooperation is becoming a prime quality in our society. How to develop the postgraduate’s ability of cooperation is an important task for higher education. This study used qualitative research methods to select three groups in four case of cooperative learning in M college of N University. In the realistic situation of cooperative learning which happened among postgraduates,adopting various ways of data collection,such as interview, participant observation and object analyses, the author tries to describe,explain and analyze the operation, specialization and results of postgraduate cooperative learning from the view of mutual sides of participants, namely teachers working as the guider and supervisor of cooperative learning, and students working as the performer of cooperative learning.Studying findings: Cooperative learning is mainly driven by graduate teachers. Traditional mode of education and the failure experience of cooperative learning in other educational stage make students skeptical and even rejective to cooperative learning. In the beginning of cooperative learning, teachers empower the right of choosing members of the group to students. In selecting team members, relationships of friends, roommates and others have become the concentrated attention of graduate students. They prefer to choose ones with friendship to be the group members. In cooperative learning process, friendship did not lead to higher efficiency of cooperation, even sometimes became a communication barrier to the cooperative learning. When the team should chose a leader, as the consideration of “ RenQing”,no one in the team is willing to “ stand out”, which cause a bad mode——“ divison but without cooperation” come out; In the mode of research-based cooperation, the situation is similar, the member get the consideration of “ RenQing” and “ HeHe” to keep a pretended harmony,however, the difference of the members’ learning motivation and basics reault the pause of the cooperative but without division mode. Finally,the defects of graduate courses lead to improper evaluation system for teachers who monitor the process and results of cooperative learning, inevitablely leading to another "failure" cooperative learning.