The purpose of this study was to evaluate the stimulating efficacy of the cooperative learning in a basic step of the college education. In the beginning, the author surveyed some preceding studies which full of interesting suggestions on motivation and cooperative learning, and then the efficacy of the motivational structuralization was evaluated by four points of view that is the subjective behavior, the objective behavior, the achievement goal tendency and the intentional text expression based on the questionnaire reply. The jigsaw method was carried out according to the three-stage system in this classroom. In conclusion, learners had promoted the objective behavior, showed the deep interest and intensified the challenge will, also had kept the motivation positively against the problem-solving. And the learners’competitive-orientation and voluntary-orientation were intensified as the achievement goal tendency. As compared with the above, learners that reduced the objectives behavior did not improve their social communication skills but intensified partly their voluntary-orientation. In that classroom, the groupthink at the cooperative learning occurred and became a major hindrance to cultivate their skills. That is, the interaction at the problem-solving situation was transformed into the groupthink. It seemed that the main factor was a long-range outlook as the belief of learners to enter the college.
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