| Summary: | 碩士 === 台灣首府大學 === 教育研究所 === 104 === 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.
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