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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