Creaive Educaion 2012. Vol.3, Supplemen, 6-10 ublished Online December 2012 in SciRes (hp://www.scir.org/journal/ce) DOI:10.4236/ce.2012.38b002 The Effec of Cooperaive Learning Mode Applied in he Universiy Sudens Shaping Class Xiangqin Song, Hengchan Yin, Qiong Wang School of hysical Educaion and Spors Science, Beijing Normal Universiy, Beijing, China Email: songxq1978@126.com Received 2012 This sudy ry o explore an effecive cooperaive learning mode in line wih he needs of shaping classes, promoing he healhy developmen of he sudens. Mehods: randomly seleced wo classes of firs-year undergraduae sudens in Beijing Normal Universiy who sudying shaping lessons, one is he experimenal class wih 30 persons aking 10 weeks eaching experimen, he oher he conrol class wih 31 person using convenional eaching mode. Conclusion: (1) The Cooperaive learning can promoe sudens' masery of echnical skills. (2) The cooperaive learning on he menal healh level of he experimenal group were improved o some exen. (3) The cooperaive learning will help o improve he sudens' panic mood. (4) The cooperaive learning can help o relieve he level of sress. (5) The cooperaive learning help o improve he inerpersonal skills of he sudens, and he effec is remarkable. Suggesions: (1) Try o use cooperaive learning mode in shaping classes. (2) To do a similar sudy in hysical Educaion, he experimenal period can be exended and he sample size should be increased. Keywords: Effec; Cooperaive Learning; Teaching Mode; Shaping Class Inroducion Cooperaive Learning rised in he Unied Saes in he early 1970s, and go a subsanive progress in eaching heory and sraegy sysem in he mid-1970s o he mid-1980s. Cooperaive learning is a eaching mode refers o he form of a group of sudens wih differen levels of learning abiliy, hrough a series of learning aciviies, compleing a common learning goals. A large number of sudies have shown ha cooperaive learning can improve classroom psychological amosphere, improve he academic performance of sudens, and promoe he effeciveness of suden inellecual qualiy good developmen significanly. There are lile sudy of cooperaive learning in hysical Educaion, and lacking effecive operaing mode. This sudy aims a hrough making eaching experimen in sudens Shaping class, assessing he impac of cooperaive learning on sudens echnical skills and menal healh, exploring an effecive cooperaive learning mode which can no only mee shaping classes need bu also can promoe he healhy developmen of he sudens. Objec Research Mehods Randomly seleced firs-year undergraduae sudens in Beijing Normal Universiy, wo public physical educaion classes, he experimenal class wih 31 sudens and he conrol class wih 30 sudens. Before experimen he wo classes ook homogeneiy es. Research Tools In his sudy, using four measuring insrumens: 1) Sudens Menal Healh Diagnosic Scale (UI) (Fumin Fan, Jianzhong Wang, 1993). 2) Sudens ressure measuremen quesionnaire --- full version(hengchan Yin, 2006). 3) rofile of moodsaes (OMS)( eili Zhu, 1994). 4) The college sudens inerpersonal comprehensive Diagnosic Scale(Richang Zheng). Experimenal Implemenaion of he rogram Experimenal Time and Variable Conrol In his sudy, a 10-week eaching experimen ook wih exacly he same level of experimenal classes and conrol classes of eachers, eaching conen, eaching schedule, assessmen mehods. Conrol classes in accordance wih convenional eaching mehods and eaching, experimenal class wih cooperaive learning. Implemenaion of Cooperaive Learning Mode Cluser Approach Reference o personaliy and oher facors in he experimenal classes, mainly based on academic performance a he same ime, 30 people divided ino a group wihin heerogeneous, homogeneous ouside of group of six eams, each group of five people. The members of he group remains unchanged during he whole experimen. Each eam member o assume a cerain role in he group, and o make hem capable of inerdependence, muual promoion, and bear some responsibiliy o acively conribue o he common goal of he eam. According o he needs of he eaching conen, eam members in he cooperaive learning assume differen roles. The five kinds of roles: 1) Organizers. Responsible for organizing refresher on lesson conen, and pracice new eaching conen; 2) Observers. Responsible for echnical review and all members of he pracice in he observaion group acion, and gives he error correcion promps; 3) Referee. Teaching eam cones judge responsible for he work, if he referee any unfair behavior, he eam can no give any reward; 6 Copyrigh 2012 SciRes.
4) Recorder. Responsible for group aciviies, group and eam members access o he records and saisics of he reward siuaion; 5) Summaris. Organizaional groups in he class before he lesson exercises and eam members collaborae wih each oher, communicaion discuss and summarize he discussion, of praise good experience, shared wih oher groups in he eacher afer school summary. Members role of changes once every wo weeks in he 10 weeks of he experimen, as much as possible so ha each member of he roaion of he office all he roles. Teach Cooperaion Skills In he presen sudy, he eachers while eaching experise, bu also o each sudens cooperaion skills. Good cooperaion skills no only enable sudens o beer collaboraion and communicaion, hereby increasing he effeciveness of group learning and improving sudens' inerpersonal skills and social adapabiliy. Incenives Experimenal class o achieve muual collaboraion, common learning beer eaching objecives raed excellen group and individual awards. The resuls of each lesson regisraion given scores exra poins in he final saisics. Teaching eachers should be given more accurae and appropriae verbal praise and encourage group sudens encouraging each oher. Experimenal Monioring, Regulaion and Feedback In his sudy, wo semi-srucured inerviews ook in he beginning of he experimen and a he end of once o undersand he feelings of he sudens undersanding of he lesson and class. In addiion, he process of group aciviies monioring and regulaion, as well as he resul of feedback given o group aciviies, o ensure he qualiy of cooperaive learning. Teachers are familiar wih each eam, and be aware of he advanages and disadvanages of he various members, and regulaing he aciviies of he various groups in a argeed manner. Monioring of group aciviies hrough inerviews, resuls feedback, discover he problems sudens grasp he aciviy ime o maser he process direcion, o undersand he sudens' aiude, if necessary, make he appropriae adjusmens o ensure ha he effec of cooperaive learning. Evaluaion Mehods The evaluaion of his sudy include boh academic evaluaion, also include he evaluaion of he learning process ha is cooperaive group aciviies; including eacher evaluaion, also include suden self-assessmen. Saisical Mehods In his paper, he saisical collaion and analysis use he SSS10.0 sofware on he experimenally measured daa. Resuls and Analysis Homogeneiy Analysis Before he Experimen As can be seen from Table 1, before he experimen, he sudens' menal healh, emoions, sress, inerpersonal score no significan difference beween he conrol group and he experimenal group. Before he experimen, he conrol group and he experimenal group sudens in menal healh, emoional, sress, inerpersonal homogeneiy. The Technical Skills Comparaive Analysis 1) Hold he conrol group and he experimenal group in he comparaive analysis on he level of echnical skills o maser Sudens in he experimenal group and he conrol group afer he experimen, by he wo-body eachers evaluaion of echnical skills, o ake he average of he wo eachers scoring as each suden s final grade, he final score of he experimenal group and conrol group sudens-es resuls are shown in Table 2. As can be seen from Table 2, he conrol group and he experimenal group sudens o maser he echnical skills scores were compared, no significan difference, bu he experimenal group, he average poins higher han ha of he conrol group, he experimenal group were much beer grasp of echnical skills. 2) Afer he experimen, he of physical conrol group and he experimenal group in he comparaive analysis of he level of menal healh rees poses scores on he menal healh of he average difference of body conrol and experimenal groups, -es, and he resuls are shown in Table 3. As can be seen from Table 3, he conrol group and he experimenal group sudens measured difference beween he es scores was no significan difference in he level of menal healh forward. Bu lower han he pre-es, pos-es scores of he experimenal group improved descripion of he experimenal group were he level of menal healh. Table 1. The conrol group and he experimenal group in menal healh, Mood, sress, inerpersonal score on he -es. Menal Healh Conrol group Experimenal group 1.82 0.983 1.57 0.898 1.031 0.307 Emoion 310.11 32.691 293.20 36.390 1.857 0.069 ressure 2.1063 0.49748 2.0196 0.44941 0.697 0.489 Inerpersonalrelaionships 7.43 4.887 8.27 4.989 0.646 0.521 Table 2. hysical conrol group and he experimenal group es he echnical skills o maser scores. Technical Evaluaion scores Conrol group Experimenal group 83 0.756 86 0.817 1.51 0.05 Table 3. hysical conrol group and he experimenal group (afer he experimen - before he experimen in he menal healh level -es) scores. Menal Healh Conrol group Experimenal group 0.12 0.756 0.23 0.817 1.816 0.08 Copyrigh 2012 SciRes. 7
Menal healh level of he -es resuls here is no significan difference may be due o: he experimen was only 10 weeks, ime is shor, cooperaive learning model figure eaching can no be formed on he level of menal healh han convenional eaching mode a significan effec. Reason may be lower han he pre-es pos-es scores of he experimenal group as cooperaive learning, sudens follow he group heerogeneiy beween groups he homogeneiy principle of small groups wihin he group evaluaion of he individual o he group's overall performance as he basis for eam members o each oher help, common progress. Each member acive play o heir srenghs, o help oher eam members, and he arrangemen of he role of he differen asks wihin he group so ha each member has he opporuniy o conribue o he progress of he eam. This mechanism makes each member's srenghs has been he show will, insufficien relaive o ohers he weaknesses was always someone o give a helping hand, so he individual s sense of accomplishmen, frusraion less, he level of menal healh will naurally improve. 3) Experimen, body conrol group and he experimenal group comparaive analysis on he emoional Emoional score and is seven dimensions, body conrol and experimenal groups approached measured he average difference beween he es scores of he -es resuls are shown in Table 4. As can be seen from Table 4, he conrol group and he experimenal group sudens approached in he emoional score and is seven dimensions measured difference beween he es scores were no significan differences. Among hem, he conrol group, in addiion o energy, self-eseem improved, he oal score and he oher five dimensions of change are end o be emoional deerioraion. The panic senimen improved, he sudens of he experimenal group score and he oher six dimensions of he changes are o he emoional variaion. The conrol group and he experimenal group: Alhough here is no significan difference in he emoional score, bu he experimenal group sudens panic emoional improvemen was beer han he conrol group. Table 4. hysical conrol group and he experimenal group (afer he experimen - before he experimen on he emoional score and is seven dimensions es) scores. Conrol group Experimenal group ensiy 1.64 8.161 1.60 8.950 0.019 0.985 anger 1.82 6.254 0.17 9.907 0.754 0.454 faigue 1.75 7.787 0.00 11.809 0.661 0.511 depression 0.29 5.943 0.37 7.810 0.044 0.965 energy 0.32 10.670 0.77 19.488 0.261 0.795 panic 0.39 9.162 1.13 10.972 0.573 0.569 self-eseem 2.32 11.072 2.80 14.700 1.490 0.142 he emoional score 3.25 30.051 4.57 48.204 0.124 0.902 The reason may appear experimenal group sudens panic mood is grealy alleviaed he eaching mode. Learning ask in he face of cooperaive learning, eam members collaborae wih each oher o resolve he various difficulies, improve learning efficiency, save your energy consumpion, reduce panic mood naurally. Convenional eaching sudens more when hey face a variey of learning asks, fewer opporuniies o ge help from ohers, and ofen will know wha o do, resuling in he panic mood. Emoional -es resuls here is no significan difference may be due o: he experimen was 10 weeks shorer ime cooperaive learning model figure eaching can no be formed on he impac on he emoional level of he more significan effecs han convenional eaching mode. 4) Experimen, body conrol group and he experimenal group comparaive analysis on he pressure Approached body of experimenal and conrol groups in he pressure of he oal score and is four dimensions measured he average difference beween he es scores of he -es resuls are shown in Table 5. As can be seen from Table 5, he conrol group and he experimenal group sudens approached in he pressure score heir four dimensions measured difference beween he es scores was no significan difference. The conrol group es scores in he cogniive dimension of reacions and emoional decreased, he experimenal group have lower es score in he pressure of he oal score and is four dimensions on his pressure improvemen in he experimenal group were in he conrol group. The reasons for his siuaion: in he mode of cooperaive learning, he sudens help each oher, muual guidance, increased communicaion and exchange, he pressure of sharing, so he pressure of he experimenal class sudens and heir improvemen in he level of each dimension. aricipaion in spors aciviies can give ven o he negaive emoions of sudens, reduce he pressure on sudens, he conrol group was an improvemen in cogniive reaciviy and emoional reacion dimension. 5) Experimenal, comparaive analysis of body conrol group and he experimenal group on he inerpersonal relaionships Inerpersonal score and is four dimensions, he he physical experimenal group and conrol group approached measured he average difference beween he es scores of he -es resuls are shown in Table 6. Table 5. hysical conrol group and he experimenal group (experimenal pressure score and is four dimensions - before he experimen) -es scores. hysiological Behavioral Cogniive Emoional reacions he oal score of ressure Conrol group Experimenal group 0.12 0.396 0.06 0.387 1.731 0.089 0.04 0.460 0.04 0.467 0.678 0.501 0.11 0.449 0.14 0.605 0.196 0.845 0.03 0.344 0.12 0.609 0.672 0.504 0.00 0.320 0.09 0.401 0.984 0.329 8 Copyrigh 2012 SciRes.
As can be seen from Table 6, approached he measured difference beween he es scores of he conrol group and he experimenal group sudens in people score, socially Daing, dimension wih he opposie sex, here is a very significan difference, here was a significan difference in he inerpersonal dimension, and no significan differences in conversaion dimension. Experimenal group of sudens he inerpersonal score heir four dimension scores have decreased inerpersonal relaionships improved significanly. The conrol group of sudens he inerpersonal score heir four dimension scores have improved inerpersonal relaionships deeriorae. This shows ha cooperaive learning will help improve he inerpersonal skills of he sudens, and he effec is significan. The reason for his may be: cooperaive learning mode, sudens guiding each oher, help each oher, he pressure of sharing mood. More conac beween he sudens and he sudens, communicaive daing, social skills, he abiliy o inerac wih he opposie sex has been improved. hysical Experimens Before and Afer Comparaive Analysis of he Resuls of Inerviews Experimens before and afer he experimen, wo semisrucured inerviews and observaions of he eachers in he eaching process, sudens have a more significan improvemen in he he maser eaching conen a he same ime emoional sae, feeling of pressure, and inerpersonal. For example, some sudens, hey alked abou in he inerviews own gym class before and afer he mood is very good, such a good mood coninued ino he nex morning, in Shaping class very happy, very relaxed, able o ease he pressure of school life, he opporuniy o communicae wihin he group a lo, me a lo of new friends, "Shaping class packe form of eaching le us know more new friends, and class, also keep in ouch wih each oher. Through he observaion of classroom eachers found ha sudens in cooperaive learning mode, help each oher, muual guidance significanly increased communicaion beween sudens, enhusiasm for learning has improved markedly. Conclusions and Recommendaions Conclusion 1) The conrol group and he experimenal group sudens in he echnical skills o maser scores comparison was no significan difference bu he experimenal group average higher han Table 6. The conrol group and he experimenal group inerpersonal score and is four dimensions (afer he experimen - before he experimen) -es scores. Conrol group Experimenal group conversaion 0.39 1.571 0.33 1.322 1.909 0.061 communicaion 0.82 2.091 1.00 1.838 3.529 0.001 ** inerpersonal 0.58 1.643 0.37 1.098 2.573 0.013 * inercourse wih opposie sex he oal score of Inerpersonal Score ** < 0.01, * < 0.05. 0.61 1.548 0.43 1.165 2.905 0.005 ** 2.39 6.130 2.13 3.785 3.408 0.001 ** ha in conrol group, he experimenal group were much beer grasp of echnical skills. 2) The conrol group and he experimenal group sudens measured difference beween he es scores was no significan difference in he level of menal healh forward. Experimenal group poses score lower han he pre-es, cooperaive learning on he menal healh level of he experimenal group were improved. 3) The measured difference beween he es scores was no significan difference in he conrol group and he experimenal group sudens emoional score and is seven dimensions approached. Among hem, he conrol group, in addiion o energy, self-eseem improved, he oal score and he oher five dimensions of change are end o be emoional deerioraion. The panic senimen improved, he sudens of he experimenal group score and he oher six dimensions of he changes are o he emoional variaion. The conrol group and he experimenal group: Alhough here is no significan difference in he emoional score, bu he experimenal group sudens panic mood of improvemen in he conrol group, indicaing ha cooperaive learning will help o improve he sudens' panic mood. 4) The conrol group and he experimenal group sudens approached in he pressure score heir four dimensions measured difference beween he es scores was no significan difference. The conrol group es scores in he cogniive dimension of reacions and emoional decreased, he experimenal group have lower es score in he pressure of he oal score and is four dimensions on cooperaive learning help o improve he level of sress. 5) The conrol group and he experimenal group of sudens in he inerpersonal score, communicaive daing wih he opposie sex dimension approached measuring he difference beween he es scores exis very significanly wih differences exis on he inerpersonal dimension significanly wih he difference, on he conversaion dimension wihou significanly wih difference. Experimenal group of sudens he inerpersonal score heir four dimension scores have decreased inerpersonal relaionships improved significanly. The conrol group of sudens he inerpersonal score heir four dimension scores have improved inerpersonal relaionships deeriorae. This shows ha cooperaive learning will help improve he inerpersonal skills of he sudens, and he effec is significan. Suggesion 1)I is suggesion in shaping classes o ry cooperaive learning model. From he experimenal sudy of 10 weeks, body eaching using cooperaive learning model can be very significan o improve sudens inerpersonal, cooperaive learning has beer in all dimensions of he par of he dimension of he level of menal healh and emoional indicaors, pressure indicaors improving effec. Therefore, i is suggesion o ry using cooperaive learning model in he physique class of eaching. 2) I is suggesion o do a similar sudy in he hysical Educaion o exend he experimenal period, increasing he sample size. In he level of menal healh, emoions, sress, physique class use cooperaive learning mode compared o he convenional eaching mode alhough here is no significan difference, bu in he par of he dimensions of hese indicaors experimenal group and he conrol group, a big difference, and ap o be remarkable. Beer han convenional eaching mode o improve Copyrigh 2012 SciRes. 9
he effec of cooperaive learning on hese indicaors. The experimen was only 10 weeks, he sample is small, such as experimens coninue o increase he sample size, migh beer show he differences beween he cooperaive learning mode wih convenional eaching hysical Educaion. REFERENCES Baolian Zhao. (2006). Sudy of English group cooperaive learning sraegy. rimary and secondary school managemen. Hongjun Yu. (2011). Culivaing cooperaion and sense of compeiion in group cooperaive learning. Teachers in China. Shuying Wu. (2009). Cooperaive inquiry Joyful learning. Composiion Teaching. Xiaoqing Wu. (2010). Le sudens enjoy various forms of fun in group cooperaive learning. New curriculum eaching and research. Xiang Ma. (2006). Sudy of effecive cooperaive learning sraegy. Anhui Educaion. Yali Gao. (2008). My view of group cooperaive learning. Era of Nework Technology. Yahong Ding. (2005). On he effec of cooperaive learning on he eacher-suden relaionship. Hebei Normal Universiy, maser's hesis. 10 Copyrigh 2012 SciRes.