運用拼圖式合作學習法提升四年級學生英語閱讀理解成效之研究

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研究生：	魏妊伊 Wei, Jen-Yi
論文名稱：	運用拼圖式合作學習法提升四年級學生英語閱讀理解成效之研究 A Study of the Effects of Cooperative Learning Jigsaw Activities on the Improvement of Fourth Graders’ English Reading Comprehension
指導教授：	羅文杏 Luo, Wen-Hsing
口試委員:	吳睿純 Wu, Jui-Chun 吳宜儒 Wu, Yi-ju
學位類別：	碩士 Master
系所名稱：	竹師教育學院 - 英語教學系 English Instruction
論文出版年：	2023
畢業學年度：	111
語文別：	英文
論文頁數：	123
中文關鍵詞：	合作學習、拼圖式教學法、閱讀理解
外文關鍵詞：	cooperative-learning, Jigsaw method, reading comprehension
相關次數：	點閱：1 下載：0
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合作學習是一套旨在鼓勵學生共同完成學術任務的教學方法。本研究的主要目的是透過合作學習搭配拼圖式教學法，來提高國小四年級學生的英文閱讀理解能力。研究中討論了拼圖式合作學習法對國小四年級學生的影響和激勵作用。
本研究採用前實驗研究設計，在一個小組中進行前測和後測。在前實驗設計中，進行兩次觀察，一次是在課前進行（前測），另一次則在課後進行（後測）。為了回答研究問題，本研究採用了定量和定性的方法來收集數據。
總結來說，大多數受試者對閱讀材料的理解都有所提升。通過前測和後測，每位受試者的閱讀理解能力在實施拼圖法後都有明顯的進步。
關鍵字：合作學習、拼圖式教學法、閱讀理解

Cooperative learning is a set of instructional methods designed to encourage students to collaborate on academic projects. The primary objective of this study was to examine the impact of the cooperative learning jigsaw method on fourth-grade students' reading comprehension. The study examines the influence and motivation of the cooperative learning jigsaw approach on fourth graders.
This study employed pre- and pos pre- and post-tests. These examinations were administered twice, once before class (pre-test) and once after class (post-test). To answer the research questions, quantitative and qualitative data collection techniques, including worksheets and interviews, were utilized.
Overall, the majority of participants ameliorated their reading comprehension. After implementing the jigsaw method, as measured by pre- and post-tests, each participant's reading comprehension demonstrated a significant increase in comprehension.
Keywords: cooperative-learning, Jigsaw method, reading comprehension

Abstract    i
中文摘要    ii
致謝    iii
Table of Contents    vv
List of Tables    ix
List of Figures    ix
Chapter One Introduction    1
1.1 Background    1
1.2 Purposes of the Study    5
1.3 Significance of the Study    6
1.4 Definition of Terms    7
1.4.1 Cooperative Learning Jigsaw Approach    7
1.4.2 English Reading Comprehension    8
1.4.3 Learning Motivation    8
1.5 Organization of the Study    9
Chapter Two Literature Review    10
2.1 Importance of Cooperative Learning (CL)    10
2.2 Characteristics of Cooperative Learning (CL)    13
2.3 Models of Cooperative Learning (CL)    16
2.3.1 Paired Learning    16
2.3.2 Student-Team-Achievement Division (STAD)    17
2.3.3 Jigsaw Cooperative Learning    18
2.3.4 Group Investigation    23
2.3.5 Learning Together    24
2.4 English Reading Comprehension    24
2.4.1 Stages of Reading Development    25
2.4.2 English Reading Comprehension Models    26
2.4.3 Teaching Strategies for Reading Comprehension    29
2.5 Related Theories of Learning Motivation    33
2.5.1 Attributions of Success and Failure    35
2.5.2 Self-Efficacy    36
2.5.3 Pintrich Model    37
2.6 Categories of English Learning Motivation    37
2.6.1 Instrumental Motivation and Integrative Motivation in English Learning    38
2.6.2 Intrinsic Motivation and Extrinsic Motivation    38
2.6.3 General Motivation and Specific Motivation    39
Chapter Three Research Methodology    41
3.1 Research Design    41
3.2 Setting    42
3.3 Participants    42
3.4 Research Instruments    43
3.4.1 Interview    43
3.4.2 Pre-and Post-tests    44
3.5 Research Procedures    44
3.6 Teaching Procedures    45
3.7 Teaching Materials    47
3.8 Data Collection    47
3.9 Data Analysis    47
3.10 Research Ethics    50
3.11 Research Limitation    51
Chapter Four Results    52
4.1 The Pretest and Posttest    52
4.2 Interview    53
4.2.1 Favorable Perceptions of Cooperative Learning    54
4.2.2 Improved Understanding through Group Discussion    56
4.2.3 Increased Dialogues in Groups    56
4.2.4 Preference of Reading English Picture Book    58
4.2.5 Difficulties Facing Students    59
4.2.6 Difficulties in Pre-test and Post-test    61
4.3 English Worksheet Performance    62
Chapter Five Discussions of Findings    70
5.1 Impact on Reading Comprehension    70
5.1.1 Positive Effects on Reading Comprehension    70
5.1.2 Better Understanding in Reading Comprehension    71
5.2 Learners’ Motivation    72
5.2.1 Increased Learning Motivation    73
5.2.2 More Contributions to Group Learning    74
Chapter Six Conclusion    76
6.1 Suggestion    76
6.2 Suggestions for Future Research    76
6.3 Conclusion    79
References    81
Appendix 1    98
Appendix 2    107
Appendix 3    108
Appendix 4    111
Appendix 5    114
Appendix 6    115
Appendix 7    116
Appendix 8    117
Appendix 9    118
Appendix 10    119
Appendix 11    120
Appendix 12    121
Appendix 13    122
Appendix 14    123

 
List of Tables
Table 1 Characteristics of Cooperatively Learning    14
Table 2 Seven Stages and Four Levels of Jigsaw IV    20
Table 3 Before Reading    30
Table 4 During Reading    31
Table 5 After Reading    32
Table 6 Rubrics for Character Description    48
Table 7 Rubrics for Comprehension of the Story    49
Table 8 Result of Pre-test and Post-test    52
Table 9 Individual Results of Pre-test and Post-test    53
Table 10 Grading Results of Worksheets    63
Table 11 Selected Samples of Participants’ Worksheet    66
Table 12 Selected Samples of Participants’ Worksheet    67
 
List of Figures
Figures 1 Self-Efficacy as a Medium of Performance and Achievement    36
Figures 2 Research Procedures    45
Figures 3 Teaching Procedures    46
 
                                

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