合作学习是以3-6人组成的异质小组为基本形式，通过小组成员之间、小组与小组之间、小组与教师之间的合作共同完成学习任务，实现学习目标的教学策略体系。小组合作学习模式坚持以学生为中心，能够有效促进课堂活动的多向交流，激发学生学习兴趣，增强学生学习自主性，提高学生学习效率和学业成绩。本文为解决在泰国皇太后大学教授中级汉语综合课程中的学生预习率低、课堂参与率低、教学效率低、积极性差、教学秩序差等问题，对小组合作学习模式在中级汉语综合课中的应用进行研究，以帮助学生更好地学习汉语。本文在考察皇太后大学汉学院商务汉语专业四班27名学生的学习特点以及中级汉语综合课的课程特点的基础上，以小组成绩分工法和共学式为主要方法，从学生分组、教学内容、学生任务单、小组分工、小组学习要求、小组展示、小组评价、课后测验和小组得分与奖励九个方面进行了设计，并在课堂中付诸实践。本研究中展示了两个教学案例，综合学生的问卷调查结果、成绩对比以及课堂表现对小组合作学习模式应用于中级汉语综合课的教学效果进行了分析，发现小组合作学习能够有效增强学生学习主动性，改善课堂纪律，提高学生课堂参与率、学习积极性和教学效率，在课文和语法的学习上效果较为显著。但也存在初期学习效率低、难以保证组内同质、学生缺乏合作意识以及后期管理困难的问题。针对这些问题，本文建议教师提前介绍合作学习，优化分组策略，培养学生合作意识，发挥教师主导作用，合理安排小组活动，希望能够为中级汉语综合课的教学提供思路，为小组合作学习模式的应用提供案例参考。

Cooperative learning is a teaching strategy which uses heterogeneous groups of 3-6 people as the basic form to complete learning tasks and achieve learning goals through mutual cooperation among members, groups, and between students and teachers. The group cooperative learning mode adheres to the student-centered approach, which can effectively promote multi-directional communication and interaction, stimulate students' interest in learning, cultivate students' independent learning ability, and improve students' learning efficiency and academic performance. To solve the problems such as low student preview rate, low class participation rate, low teaching efficiency, poor studying enthusiasm, and poor teaching order during the internship of teaching Intermediate Chinese course in Mae Fah Luang University and to help students learn Chinese better, we introduced the group cooperation mode in the second half of the semester to carry out the teaching practice. Combined with the learning situation of 27 students of Business Chinese Major in MFU and the curriculum characteristics of the intermediate Chinese comprehensive course, we chose the Students’ Team Achievement Division and Learning Together as the main methods, and designed the course from nine aspects: student grouping, teaching content, student task lists, group division of labor, group learning requirements, group display, group evaluation, post-class test and group scoring and reward.In the research, 2 teaching cases were presented and the final effect was analyzed based on the results of the questionnaire, the comparison of grades and class performance. It was found that group cooperative learning can effectively enhance students' learning initiative, improve class discipline, raise students' in-class participation rate, learning enthusiasm and teaching efficiency, and have a significant effect on the learning of texts and grammar. However, there are also problems such as low learning efficiency in the early stage, difficulty in ensuring homogeneity within the group, lack of students' sense of cooperation, and difficulties in later management. In view of these problems, we suggested that teachers should introduce cooperative learning in advance, optimize grouping strategies, cultivate students' sense of cooperation, give full play to the leading role, and reasonably arrange group activities, hoping to provide ideas for the teaching of intermediate Chinese comprehensive courses and give case references for the application of group cooperative learning mode.