The paper aims to study whether the new-style course arrangement for general education courses about speculative reason can influence students' perceptions of those aspects related to cooperative learning at YY University. I use curriculum materials about philosophy for children in these courses to promote the whole-class interactions and peers' mutual assistance, and moreover to help students realize the necessity of using cooperative learnings in general education courses about speculative reason. I use the Kano's two-dimensional quality model (Kano model) and Importance-Performance Analysis (IPA) to present the change of the learners' perceptions of cooperative learning in the new-style course arrangement. The research findings show that new-style course arrangement for general education courses about speculative reason affects domestic students' perceptions on the quality attributes of those aspects of cooperative learning from indifference quality attribute to one-dimensional quality attribute partially and changes students' perceptions on the quality attributes of those aspects of cooperative learning to be one-dimensional quality attribute. This paper presents my teaching practice research on the feasibility of using curriculum materials about philosophy for children in general education courses about speculative reason in higher education. Two general education courses taught in English-Language and Thought and Introduction to Philosophy-are taken as examples in this study. In addition, a new-style course arrangement was implemented in all the courses I taught in Spring semester 2020. All courses were divided into two parts: lectures and group discussion in the first half and group final projects, discussion and presentation in the second half. I used curriculum materials about philosophy for children to stimulate group discussions and class interactions in the first half of the course and guided the groups to work on their final group projects in the second half. This research was intended to explore whether these course materials were beneficial for the students in terms of opening their minds and activating their interaction with the classmates and also to examine their perceptions of collaborative learning in the general education courses about speculative reason. There is a gap between domestic students’ perceptions and international students' perceptions on the necessity of using cooperative learnings in class. In other words, as a researcher, I found that most instructors believe that using cooperative learning methods is necessary in designing a course, but I have no way of knowing whether learners hold similar beliefs without empirical evidence. Therefore, I uphold the spirit of teaching practice and continue to observe my courses by using a Kano model to sort out the two-dimensional quality attributes of each unit on courses on elementary logic and conduct IPA. In this study, a new-style arrangement in general education courses about speculative reason, aiming to help learners understand how to engage in cooperative learning in class, is intended to affect their perceptions on the importance of using cooperative learning methods in class. Two courses Language and Thought and Introduction to Philosophy were redesigned to provide a reference for the follow-up evaluation of content and materials on courses about speculative reason. As an instructor engaged in this study, I used curriculum materials about philosophy for children in the Spring semester 2020 in order to stimulate learners' cooperative learning in class. In these two courses, in addition to observing these behaviors, a Kano model was conducted to understand how the quality attributes of these materials were perceived by learners before the second half of the course (pre-test). At the end of this course, a post-test was conducted to understand whether this new-style course arrangement changed the learners' perceptions of cooperative learning. The performance and importance of each element of the courses were also analyzed with the help of IPA in this study. In the first three semesters (Spring semester 2018 to Spring semester 2019), the course Language and Thought provided a theoretical introduction to this field. I also incorporated a material designed for promoting group discussions and cooperative learning in each unit of my self-compiled course material. In the Spring semester 2020, instead of the theoretical and informative content commonly used before, I used most of the course materials with curriculum materials about philosophy for children to examine a new-style course arrangement, which aims to stimulate students to learn to use collaborative learning methods. In this way, I can also ensure that students, who are absent from class, can still be integrated in whole-class interactions and maintain their progress during the COVID-19 era when the appropriateness of the course materials are lessened. I advocate that all courses about speculative reason in higher education should be graded for overall planning. That is, courses on methods of thought should be considered basic courses of all the others, and those on speculative reason should be considered advanced ones. Most importantly, I suggest incorporating cooperative learning in courses about speculative reason instead of courses on methods of thought. Collaborative learning can play an important role in the courses about speculative reason. However, learners have not been taught how to learn cooperatively in these courses. For example, in courses about philosophy, learners need not only to be able to debate and argue about philosophical theories but also to be able to defend and justify their own philosophical positions. Hence, learners need to interact with others to learn how to debate, defend, and justify various positions. This kind of interaction is a part of collaborative learning. Nevertheless, based on my past observations, learners rarely know how to interact with others, let alone learn together with them. Therefore, the first step in implementing collaborative learning in these courses is to guide learners to interact with others. I realized that learners need instructors' guidance before being invited to participate in collaborative learning. Moreover, I found that before engaging in cooperative learning, groupmates as a whole need to be aware of their common goal: a final group project in my case. This task was divided into several smaller ones and each one was assigned as a course unit in the second half of the semester. In addition, instructors' responses to questions is also important. In other words, the instructors' ability to provide guidance and respond to questions is crucial in a course. Accordingly, I propose that group cooperation needs to be encouraged in the classroom. In so doing, various situations, such as extracurricular appointments, can be reduced. Moreover, in order that learners have sufficient time to engage in group work collaboratively and work on their final group projects, the arrangement of discussions in the classroom may be important. Namely, these discussions are an independent unit of a course, rather than extracurricular discussions.