合作学习作为一种有别于传统教学的学习模式，在中国高校课堂内影响日益增大，同时也伴随着许多的问题。本研究尝试从社会互赖角度出发，在北京师范大学本科生范围内选取10位学生进行深度访谈，从学生角度探究合作学习模式最终对学生学习效果的影响。结果显示，合作学习在当代大学课堂普遍使用，老师给定任务后，各合作小组在共同的合作目标下，根据一定的分工方式明确角色、分配任务、共享资源，形成最终结果并以一定形式展现给老师，由老师进行评定。合作学习模式在积极互赖的预设上建成，其中结果互赖主要表现在学生对合作学习成果的需要上；方法互赖主要表现在学习小组内部的分工模式及实行上；边界互赖主要表现在学习小组的形成上。各互赖子要素共同构成小组内积极互赖关系并影响其水平，其中结果互赖对积极互赖整体水平影响最大。积极互赖具有其他互赖关系所不具备的优势，在高水平的积极互赖下学生学习效果较好，但低水平的积极互赖带来的学习效果可能不及其他互赖关系带来的学习效果。最后，本文尝试对合作学习在实际运用中的进一步优化给出建议。

Cooperative learning, different to traditional learning style, has made a great influence in Chinese’s colleges. However, some troubles have appeared in this learning style. With the theory of social interdependence, the study has made depth interviews to 10 undergraduates from Beijing Normal University, managing to know from students’ views that whether cooperative learning makes an influence to student’s learning effect. It shows that cooperative learning is widely used in universities. After teachers provides learning tasks, cooperative groups define roles, assign tasks and share learning resource under a common goal. Then cooperative groups complete the task and show it to teachers, and teachers will evaluate it in some way. Cooperative learning model is built on the premise of positive interdependence，in which outcome interdependence is mainly manifested in the needs of students for cooperative learning results; means interdependence is mainly manifested in the division of labor model and action; boundary interdependence is mainly manifested in the formation of the learning group. All the sub factors constitute the positive interdependence and affect its level, among which the outcome interdependence has the greatest impact on positive interdependence. Positive interdependence relation brings the advantages that other interdependence relations do not have. Under the high level of positive interdependence, the learning effect of students is better, but under the low level of positive interdependence, the learning effect may not be as good as that of other interdependence relations. At last, this paper tries to give some suggestions for the further optimization of cooperative learning in practice.