Research On Cooperative Learning Experience Of American University

The prosperity of the nation is based on the personnel, which is decided by education. And talent quality is fundamentally determined by what the colleges teach and how to teach. These ideas have compelled Chinese to think about the discrepancies of education scale, education quality and education forms, compared with Europe and the United States. Study of education form, training mode and the correlation between talent quality, personnel quality structure difference of universities is particularly significant, especially for the moment when China appeals innovative talents and cooperative talents. There has been many research training mode and the talent quality related articles in education research area. The preliminary conclusion is Western flexible, diversified culture form and teaching mode can cultivate cooperative and innovative talents and more easily to complete large fundamental research, major scientific, technological innovation, and large social governance innovation project. At present, there are a lot of literatures to study the influence of complementary and diverse teaching mode like Xi Ming NAR, flip class, research study, the peak experience course of American University on college students ability. But for another common and effective teaching mode-cooperative learning research is mostly confined to the stage of basic education research. We believe that knowledge construction of basic education and habits forming are no doubt important, but education form of higher education and learning state has a more direct and effective influence on social talent ability and quality structure. So this paper chose to study the important teaching mode in American University, but also a common form of learning-cooperative learning, to explore the relationship between college students’sociality, cooperation and innovation.Cooperative learning springed up in the United States and spread into our country during 1980s and 1990s.This is a method which divide students into several heterogeneous groups with set goals and require students to complete the tasks through interaction, communication and cooperation. Thus, this way can improve students’ academic achievement, enhance human interaction, establish social relations, promote the mental health of students and can cover the shortage of teaching method in a large extent.Cooperative learning has twenty or thirty years of practice history in China, but basically exists in basic education. Cooperative learning research in higher education is relatively weak. Cooperative learning is still in a hazy, simple low-level state in universities, and has not been as a formal, professional, extensive application existence of teaching mode, thus greatly affected its shaping of College Students’sociality, cooperation and innovation as an effective form of education. It is credible that the cooperative learning of American University has mature theories, good operability and can provide useful lessons for improving cooperative learning in our country according to literature reading,.This thesis focused on the summary of the successful experiences of American universities’cooperative learning and discussed by which way can we change the status of ineffective implementation of our country’s Colleges’cooperative learning. The article summarized the conditions and safeguards for its successful implementation in three parts:the basis of culture and institution of universities, teachers’teaching design and strategy and the application of physical teaching space by reading English literatures and analyzing cases.Through systematic analysis, it is can be concluded that if we want to change the status of our country’s colleges’cooperative learning, there must be shifts in aspects of schools and teachers. On the one hand, universities should support and supervise the development of teachers’cooperative learning through cultural cultivation, system design, hardware support, actively carrying out the research and training of cooperative learning, constructing cooperative campus culture and improving the circumstance of cooperative learning. On the other hand, teachers should pay attention to improving the teaching design of cooperative learning through continuous learning, concept updating, teaching skills, evaluating teaching achievement with pluralistic index, establishing interdependent relations among team members and imparting cooperative learning skills to students.