合作学习是国家对学校体育教学深化改革的要求，篮球的教学方法也需要不断改革和跟随时代进步，社会适应能力是大学生即将脱离校园走向社会必备的一项能力。在体育教学中存在一个共性问题，学生们只集中在完成自己的任务中，缺乏沟通交流，社会适应能力比较欠缺，这就需要改变教学方法，为学生们多创设一些合作的教学情境，加强沟通与交流，继而提高学生们的社会适应能力，增强学生的综合素质，让学生日后步入社会奠定基础，不仅学会运动技能，又发展情感态度，发挥体育育人的功能。

本研究运用文献资料法、问卷调查法、教学实验法、数理统计法和逻辑分析法，以北京师范大学珠海校区2023级篮球公共体育课一二班为实验对象，进行为期八周的篮球课教学实验，并分别于实验前后发放问卷。本研究围绕学习、服从、处理同伴关系、自我管理以及表达意愿五个能力维度分析篮球公体课中运用合作学习法对大学生社会适应能力的影响。

本文研究发现，经八周篮球课学习后，实验组及对照组学习技能和服从技能方面无显著差异；然而，二者处理同伴关系技能、自我管理技能、表达意愿技能以及综合社会适应能力均具有显著差异。综上所述，在大学生篮球公体课中合理运用合作学习法能使学生在团队中获得自信、培养学习兴趣、提高人际交往及自我表达能力。因此，大学篮球公体课实施合作学习法能显著增强大学生社会适应能力。

Cooperative learning is a creative teaching theory and strategy.Cooperative learning is a creative teaching theory and strategy, simply put: "Cooperative learning is a teaching activity that takes cooperative learning group as the basic form, systematically utilizes the interaction between teaching dynamics, and takes the team performance as the evaluation standard to reach the teaching goal together. There is a common problem in sports teaching, students only focus on completing their own tasks, lack of communication, social adaptability is relatively lack of, which requires a change in teaching methods, for students to create more cooperative teaching situations, enhance communication and exchange, and then enhance the students' social adaptability, improve the overall quality of the students, so that the students later enter the community to lay the foundation for not only to learn motor skills, but also to develop emotional attitudes, and play a role in the social and cultural development of students. This will lay the foundation for students to enter the society in the future, not only learning sports skills, but also developing emotional attitudes, which will fulfill the function of physical education in educating people.

This study utilizes literature method, questionnaire survey method, teaching experiment method, mathematical statistics method and logical analysis method to conduct an eight-week basketball class teaching experiment with the cheerleading class 1 and 2 of the 2023 basketball public sports class at Zhuhai Campus of Beijing Normal University as the experimental subjects. The Social Adaptation Scale for Middle School Students was distributed to each student before and after the experiment, and the statistics were recovered separately. This paper adopts the five dimensions of the Diagnostic Scale of Social Adaptation Skills (DSSAS), which is edited by Prof. Zheng Richang, a doctoral supervisor of psychology at Beijing Normal University, and has been widely used so far, namely, the skills of dealing with peer relationships, self-management skills, learning skills, obedience skills, and skills of expressing wishes. This paper analyzes the effect of using cooperative learning method in basketball public sports class on college students' social adaptive ability based on these five dimensions. The analysis draws the following conclusions:

A comparative analysis of the changes in the social adaptive ability of the students in the experimental class and the control class after 8 weeks of basketball class concluded that there were no statistical differences in the dimensions of study skills and obedience skills, but there were statistical differences in the four dimensions of students' skills of dealing with peers, self-management skills, skills of expressing willingness, and social adaptive ability, which shows that the reasonable use of cooperative It can be seen that the rational use of cooperative learning method in the basketball classroom for middle school students can make students gain self-confidence in the team, can cultivate students' interest in learning, and can improve students' peer relationship handling and self-expression skills. Therefore, the implementation of cooperative learning method in basketball class can effectively improve the social adaptive ability of middle school students.