With the continuous advancement of the new curriculum reform, cooperative learning has been recognized as an efficient teaching strategy by educators and has been widely applied in teaching practices. However, the practical effects vary. By conducting an in-depth study on the current status of cooperative learning in Chinese language teaching for upper primary grades, it has been found that there are several issues such as unreasonable class size arrangements, insufficient student motivation for cooperative learning, inadequate teacher supervision, improper instructional content design, and unclear teacher evaluations. This paper analyzes these issues and proposes corresponding improvement strategies: reasonably dividing cooperative groups and ensuring a scientifically rational group structure; properly distributing teaching resources to encourage student active participation in learning; improving teacher professional competence to enhance guidance in cooperative learning; selecting scientifically reasonable content that fits the actual school and student conditions; and establishing a diversified evaluation system to comprehensively assess cooperative learning performance.