Academic literature on the topic 'Jigsaw reading'

碩士<br>立德大學<br>應用英語研究所<br>99<br>Reading is regarded as a major skill at all levels of language education since students need to comprehend content. However, students sometimes cannot overcome their reading problems, and they have little interaction with their classmates in class. On the other hand, cooperative learning provides more opportunities for students to have active communication and learning interaction in class. Therefore, this study aimed to investigate whether the employment of jigsaw reading could improve students’ English reading achievement, learning attitudes, and interaction. In this study, twenty-five fifth graders in a Tainan suburban elementary school participated in a 16-week jigsaw reading program. The data was analyzed using eight instruments. It was found that application of jigsaw reading could significantly help the participants to improve their English reading achievement and attitudes toward cooperative learning and electronic storybooks. Also, it was found that students’ interactive behaviors in the groups improved over the course of the study. Some pedagogical implications are offered.

碩士<br>台灣首府大學<br>教育研究所<br>104<br>In this study, there have been 52 papers about cooperative learning and reading comprehension in this country in the recent 15 years, and most of them are junior and high schools, it was worth to explore in depth, to solve the problem of reading comprehension ability and attitude. To achieve this purpose, to understand the ability of the Junior High School students in reading comprehension, and view the cooperative learning strategy to improve the effectiveness of the reading ability of students in order to establish a set of effective reading comprehension teaching mode. Firstly, this study discussed about the definition and practice of cooperative learning: through the way of grouping, in a democratic context, using the structure system of learning methods, equal communication and discussion, reflection and share resources. Secondly, the analysis of cooperative learning both at home and abroad the relevant literature and found that the implementation of cooperative learning could promote the students' learning motivation, learning interest, learning attitude, reading comprehension and learning achievement, hence take cooperation learning strategy, for Chinese reading comprehension teaching, view of cooperative learning strategies on Improving Junior High School Students' reading ability results. Reading comprehension was through reading materials for knowledge to be recombined, absorption and transformation to become the reader's own knowledge; and cooperative learning would make reading material the transformation of recombination. The related literature from cooperative learning at home and abroad, found the jigsaw method in cooperative learning, the most flexible in teaching, heterogeneity group of expert groups, paid attention to the establishment of group cohesion and other activities, the use of special planning and design materials, emphasized team leadership, individual assessment and reward characteristics. Furthermore, jigsaw type fourth added "teacher’s feedback", made the teaching steps more clearly and rigorous, provided students with the opportunities to solve problems, team the discussion was helpful the students' language expression and interpersonal communication ability, so in this study jigsaw method was used to improve students' reading ability of the fourth teaching strategies. The empirical research using quasi experimental method, Junior High School eighth graders of two classes in Tainan City were the objects of this study for a period of 8 weeks of experimental teaching. Throughout the experiment including pretest reading single learning process assessment and mid-term exam achievement and PISA test questions as a post test. In addition, the other in the experimental group cooperation learning to read a satisfaction survey, to explore more about the students’ understanding in cooperative learning degree of recognition and acceptance, as to improve the teaching. The study found three important points: the first one was that cooperative learning on Junior High School students' reading comprehension ability was indeed produced remarkable results. Second, cooperative learning in the process of team cooperation, sharing activities, the students learning attitude had incentive effect. Third, experience of cooperative learning of Junior High School students generally accepted the teaching strategies of cooperative learning, and that helped to improve their reading ability. Apparently, cooperative learning strategies of Junior High School students in eighth graders reading comprehension, reading attitude and cooperative learning reading satisfaction had positive effect. Based on the above research found, this study proposed the following suggestions as the reference for the teachers' teaching: (1) During the implementation of the jigsaw method, used two periods for discussion and presentation, but in the process of teachers should control time, and timely elastic in accordance with the needs of students, transformed group members of the order to achieve the maximum benefit of the group cooperation. (2) Reading teaching evaluation content was appropriate to increase the content of similar PISA, to stimulate students to solve problems and creative thinking. (3) For future reading or cooperative learning strategy research combined the longitudinal and transverse research, to further establish the effectiveness of cooperative learning and its effectiveness in other areas.

碩士<br>國立臺北教育大學<br>課程與教學研究所<br>107<br>The purpose of this study is to apply the cooperative-learning Jigsaw IV method on English reading instruction for the Eighth grades, to explore its implementation process of the teaching, the effectiveness of students’ English reading comprehension and English learning motivation and the reflection and professional growth of teachers’ teaching methods. 　　The study adopts the action research and the eighteen participants are eighth grade students in the researcher’s class in a junior high school in Taipei City. The experimental program lasted for eight weeks. By collecting the data from the observation of teaching, the students’ feedbacks and the teaching journals, the researcher can do the qualitative description and analyze the sample t test verification results of three examinations in the school and the pre-test and post-test from GEPT. 　　The main findings of the study are as following: 1. Through the practical process of the Cooperative-learning Jigsaw IV method, a model of teaching is expected to be set up. 2. With the application of the Cooperative-learning Jigsaw IV method, it can increase students’ English reading comprehension ability. 3. With the application of the Cooperative-learning Jigsaw IV method, it can promote students’ English learning motivation. 4. With the application of the Copperative-learning Jigsaw IV method, it can help teachers to get professional growth in their teaching methods. Finally, according to the results of the study, suggestions are offered for the reference of related researchers and further studies. Keywords: Cooperative-learning、Jigsaw method IV、action research、reading ability

碩士<br>銘傳大學<br>教育研究所碩士在職專班<br>107<br>The purpose of this study is to explore the impact of the Jigsaw IV on the Chinese learning interest and reading comprehension of the eighth-grade students of junior high school. In order to achieve the purpose of the research, we adopted a quasi-experimental design to constuct our study in the Chinese teaching class. The study targets were 51 students in the eighth grade of the junior high school, who were in the experimental group of 25 students, and the other were in control group. The experimental group employed the Jigsaw IV, and the control group employed the didactic instruction to conduct a 20-week teaching experiment. Before and after the experiment, the PISA test were taken to understand the differences in reading comprehension performance between the two groups. After the experiment, the Chinese Language Learning Interest Scale was applied to understand the students' interest in learning of the experimental group. The conclusions of this study are summarized as follows: 1. Students who accept the Jigsaw IV have higher reading comprehension ability than the didactic instruction, and there is no difference between boys and girls. 2. Students who accept the Jigsaw IV have higher performance in the degree of three-dimensional test of PISA than the didactic instruction, and their three-dimensional abilities have been improved. 3. The females who accept the Jigsaw IV have better ability in PISA reading three-dimensionality than boys, but the progress of male students is higher than that of female students who accept Jigsaw IV. 4. Students who receive the Jigsaw IV instruction have a positive impact on their interest in learning.