完備的教學方法可誘發學生學習動機。唯教學是一動態活動，難以偏概全評估各教學方法之優劣。可是，「教」的主控權操存於教師本身，教學前的教案設計，教學過程中之修正，乃至於課後反省，皆不可輕忽。本文在眾多教學方法中，欲以大學國文課程中的「合作學習法」作討論、分享主軸。顧名思義，此教學方法係透過不同主題，將學生分組，進行活動式教學。施行多年，觀察到教案設計、教師角色定位誠為成敗關鍵。學生雖為學習主體，若乏完整的教案設計，將造成其學習上的困惑；教師角色定位不明，有主體互易之憂。而大學國文課程，似為中學國文教育的延伸，但亦應具備大學教育的自主學習精神，分隔出不同教學目標與計畫，避免「高四國文」之譏。文中將透過「動手做口述歷史與人物採訪」、「讀書會」的建置、「活動計畫書」等教案為例，歸納出教師在教學活動施行前後應有的準備工夫與回饋。

Good teaching methods will inspire students' motivation in learning. However, teaching is a dynamic activity; hence difficult to generalize and assess the quality of various teaching methods. However, the control power of ＂teaching＂ is in the hands of the teacher Formulation of lesson plans, amendment of teaching process as well post reflection cannot be ignored. This thesis is to discuss cooperative learning, practices and processes in University of Chinese courses. As implied by the name of this teaching method, it is implemented through different teaching themes and grouping of the students. After years of teaching practice, I observed that the success of the method is through design of teaching approaches as self-positioning of the teacher. Although students are the main role in these learning activities; if there's a lack of complete lesson planning, will thus result in their confusion of the learning. In parallel, if the teachers do not have a solid self-positioning, it will cause confusion to the main role and its relationship between teachers and students. And there shall be differences between university and high school Chinese teaching. So to avoid being criticized that there is no differences in the teaching methods. Therefore, this thesis will discuss three lesson plans, including oral interviews, book club, event planning, and analysis of the positioning of teachers in the teaching process.