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Discoursing on the Implementation Considerations of Collaborative Problem-Solving Pedagogy

Author(s)

Sishi Dai, Na Chang, Heng Wu

Affiliation(s)

Air Force Early Warning Academy, Wuhan, Hubei, China

Abstract

Facing the new requirements for cultivating advanced and innovative talents in the era of “golden course” development, traditional instructional methods have become inadequate, making collaborative problem-solving pedagogy (CPS) a critical breakthrough. Building on a systematic analysis of the challenges in its implementation, this article presents actionable strategies across the three dimensions of “teacher-learner-collaboration”: Teachers transform into facilitators of resources, devising heterogeneous group tasks lasting several weeks to anchor subjects’ major concepts with metacognitive prompts and provide immediate instructional supplementation. Students autonomously acquire resources, manage time, and reinforce responsibility through dual-track reporting. Both parties engage in negotiating goals, co-creating resource pools, conducting diverse evaluations, and integrating group products, individual contributions, and peer evaluations to determine grading. Action research demonstrates that this framework results in a 25.4% increase in advanced thinking scores, a 31% rise in student satisfaction, and an 18% reduction in teacher guidance duration. This practice paradigm offers a replicable and scalable model for transitioning university classrooms from knowledge transmission to competency cultivation.

Keywords

Collaborative Problem-Solving Pedagogy; Pedagogical Implementation; Instructional Strategies

References

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