The Influence Of Different Grouping Strategies On College Students' Cooperative Problem Solving

The core competency of Chinese student development regards problem-solving as one of the essential character and key competencies for students to adapt to lifelong development and social development,and is one of the essentials of "social participation".Knowing how to cooperate with others to solve the problem seems to be the key training skill in the twenty-first Century.This paper starts with a summary of the correlation studies on cooperative learning,and determines the the general framework.In empirical research,a total of 37 undergraduates in a class in grade two were selected as participants.Firstly,all subjects were divided into 8 groups of two persons and 7 groups of three persons according to their academic performance and autonomous learning ability.Through organizing and implementing flipped classroom,discussing and inquiring in cooperative learning,timely collecting useful information and data,observing in class and so on to complete the experiment.This paper analyzes the performance and achievement differences of the subjects in the cooperation problem solving from three angles,they are cooperation problem solving quality?external behavior of group cooperation and independent learning ability and self-efficacy.The purpose of this study is to explore whether different group strategies have an impact on the cooperative problem solving of college students.If different group strategies have an impact on the cooperative problem solving of college students,are there any significant differences in the effects?The results showed that:First,different group size had a significant impact on the quality of cooperative problem solving,and the group of two persons had better performance than the group of three persons in solving cooperative problems.Different group size had no significant influence on the external behavior performance and independent learning ability and self-efficacy.Second,different heterogeneous groups have a significant impact on the quality of cooperative problem solving,and the heterogeneity of score heterogeneity has greater influence on the quality of cooperative problem solving than heterogeneous learning.Different heterogeneous groups have a significant impact on the external behavior of group cooperation.The heterogeneous grouping of independent learning ability has a greater impact on the external behavior of the group than the heterogeneous group of score.Different heterogeneity groups have a significant impact on independent learning ability and self-efficacy,and the heterogeneous grouping of independent learning ability has a greater impact on independent learning ability and self-efficacy than the heterogeneous group of academic achievement.According to the results of the control experiment,this paper puts forward two points of reference for the group of cooperative learning.On the one hand,it is suggested that the "quality" of heterogeneous groups should be considered when cooperative learning is divided into groups.In classroom practice of cooperative learning,we should not simply group in the classroom seats or existing academic achievements.When teachers try to cultivate students' cooperative skills and develop their mental quality,we can consider heterogenous grouping based on students' autonomous learning ability.On the other hand,the size of the group should not be too large.In the current group of cooperative learning groups in China,there are more than 4-6 people in a group,or even more.The excessive number of people in the cooperative learning group is not conducive to the development of cooperative learning,and the sense of identity,cohesion and participation among the members of the group will not be ideal.Therefore,it is suggested that the scale of the group should not be too large when the cooperative learning is carried out.