Reform and Practice of Cooperative Teaching Method Research - Taking University Mathematics Courses as an Example

DOI: https://doi.org/10.62517/jhve.202616204

Author(s)

Xinxin Gao

Affiliation(s)

School of Liberal Education, Liaoning University of International Business and Economics, Dalian, China

Abstract

In response to the difficulties of “formalization”, “free-riding”, and “single evaluation” in cooperative teaching of university mathematics, this paper proposes a systematic teaching reform plan based on social interdependence and constructivist theory. Taking university mathematics courses as an example, the study reconstructs cooperative teaching from five dimensions: designing "ill-structured project" tasks, implementing heterogeneous complementary and dynamic rotating grouping, embedding social skills training, constructing a three-dimensional evaluation model of “group achievement + individual contribution + process performance”, and leveraging online platform technology. The results of a 16-week quasi-experimental study show that this systematic design effectively solves the problem of shallow cooperation, significantly improving students' cooperative skills, depth of participation, and higher-order problem-solving abilities. The findings suggest that effective cooperative teaching depends on structured systematic design, and university teachers should consciously transform into “learning designers” and “conflict mediators”.

Keywords

Cooperative Teaching; Teaching Reform; Ill-Structured Projects; Multiple Evaluation

References

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