| Cooperative learning is an internationally respected and effective education form for cultivating teamwork talents in the 21 st century,which can effectively cultivate the teamwork consciousness and collaboration ability of undergraduates,but a number of survey studies have found that undergraduate students’ interest in cooperative learning is insufficient and the participation in cooperative learning is marginalized.The phenomenon of marginalization of cooperative learning participation refers to students’ dissociative cooperation,formal participation or even non-participation in cooperation,including cognitive,emotional,behavioral and social marginal participation,resulting in unsatisfactory results of cooperative learning,and it is difficult to achieve the educational goal of teamwork talent training,so it is of great practical significance to study the marginalization of undergraduate cooperative learning participation and solve the problem of marginal participation in cooperative learning for the development of students,the improvement of the quality of talent training in colleges and universities and social progress.Cooperative learning is a kind of group activity,according to the group dynamic theory,the behavior of individuals is affected by the internal dynamics of the group,and it is more effective to correct the deviation behavior of individuals from the group.A review of the relevant literature shows that there are few studies on the marginalization of undergraduate cooperative learning participation in China,most of which are concentrated in primary and secondary schools,and fewer studies on students’ marginal participation in cooperative learning based on group perspectives.Based on the above practical background and literature research,this study focuses on undergraduate students and discusses the phenomenon of marginal participation in undergraduate cooperative learning from the perspective of group dynamics,in order to improve the initiative and enthusiasm of students to participate in cooperative learning and improve the quality of undergraduate cooperative learning from the perspective of group psychological environment and group dynamics.This study aims to address the following research questions:1.What characterizes marginal engagement in undergraduate cooperative learning? 2.What is the current status of group dynamics in undergraduate study groups? 3.How does the group dynamics of undergraduate study groups affect the marginalization of cooperative participation?4.How to correct the marginal participation behavior in group cooperative learning to improve the effect of student participation and cooperation?In response to the research questions,the researchers compiled questionnaires and interview outlines based on the theory of group dynamics and the relevant mature scales at home and abroad.Taking full-time undergraduate students from double-first-class universities and ordinary colleges and universities as the research subjects,this paper investigated the current situation of marginalization of undergraduate group cooperative learning participation and explored the relationship between undergraduate group learning and group dynamics.A total of 533 questionnaires were distributed online,and 506 questionnaires were valid,with an effective recovery rate of 94.93%.Using the statistical analysis software SPSS23.0 to sort out the obtained data,combining the interview data on the basis of the current situation description,difference test,correlation analysis and regression analysis,and using the qualitative analysis software NVivo11 for word frequency analysis,it is found that:1.In cooperative learning,the phenomenon of marginal participation of undergraduates is common and severe,which is not conducive to the cultivation of teamwork ability and affects students’ all-round development.Specifically: behavior marginal engagement>emotional marginal participation> social marginal participation> cognitive marginal participation.In the process of cooperation,students "sit together" instead of "cooperating" and hitchhiker for free;they show a perfunctory cooperative attitude,burnout cooperative learning;they "cooperate in a solitary way" and their team members rely on each other passively;their "formal participation",which is mere formality,lacks deep thinking.Besides,there are group differences in marginal participation in undergraduate group cooperative learning.Among the four grades,sophomores have the highest level of marginal participation in cooperative learning;Compared with natural science students,the phenomenon of marginal participation in cooperative learning of humanities and social science students is more serious.Students with lower academic performance have significantly higher marginal participation than those with excellent academic performance.Boys are more likely to have marginal participation problems;The marginal participation of student cadre groups is lower than that of non-student cadre groups;Compared with the team leader,the deviation behavior and negative attitude of the team members in the cooperation are more obvious.Compared with students from ordinary institutions,students from double-first-class universities have a higher degree of participation in cooperative learning margins,indicating that the teamwork ability of students in double-first-class universities needs to be improved.Finally,group characteristics also have an impact on the marginal participation of undergraduate group cooperative learning,and the larger the group size,the more likely undergraduate students are to engage in lazy behaviors such as hitchhiking.There is no significant effect on undergraduate cooperative marginal participation,but in terms of mean,dormitory-based groups were more likely to have marginal participation.2.Group dynamics has a significant negative impact on students’ marginal participation in cooperative learning.Among the factors of group dynamics,group cooperation norms,group cohesion and group motivation have significant negative effects on marginal participation in cooperative learning,while group pressure significantly positively affects students’ marginal participation in cooperative learning,and among the four group dynamic factors,its influence is the largest.Based on the above findings,the following suggestions are made to avoid the phenomenon of marginal participation of undergraduate cooperative learning and improve cooperative participation:1.Formulate perfect cooperation norms to restrain students’ bad behavior: refine the content of the norms,clarify the responsibilities of each member,strengthen the implementation of responsibilities,and avoid students free-riding.2.Make rational use of group pressure to guide students’ active participation: on the one hand,group pressure generated by group public opinion and cooperation norms should be used to restrain the behavior of members;on the other hand,it is necessary to prevent the negative effects of peer pressure and authoritative discourse leading to convergent thinking.3.Enhance group cohesion to stimulate students’ enthusiasm for cooperation:scientifically set the goals of cooperative learning,improve the cohesion of tasks that attract students to actively participate,strengthen team social cohesion,and promote active mutual dependence among members.4.Improve the incentive mechanism for group cooperation to encourage students to actively participate: on the one hand,it is necessary to formulate a fair and reasonable evaluation system to mobilize students’ enthusiasm for participating in cooperation;on the other hand,we should adhere to both material and spiritual incentives,and continue to stimulate the needs of students to participate in cooperation.5.Based on group heterogeneity,differentiation improves students’ participation in cooperation: on the one hand,based on students’ background,differentiation enhances cooperation motivation;on the other hand,it pays attention to the differences of disciplines,designs cooperation tasks in a targeted manner,stimulates interest in cooperation,and promotes in-depth interaction. |
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