The thesis is consisted of five parts。 In the first part, the author introduces the background information of Jigsaw teaching method and then discusses its definition。 Then the author lists the concrete processes of Jigsaw teaching method by using an authentic case in the second part。 In the third part, the author summarizes its main advantages。 The author finds out potential ways which may be advisable to prevent the problems of the application of Jigsaw teaching method in middle school in the fourth part。 In the last part, the author arrives at a conclusion of the whole paper。

2。 Literature Review来自优I尔Q论T文D网WWw.YoueRw.com 加QQ7520~18766

Jigsaw teaching method as a way of cooperative learning was first proposed by Elliot Aronson and his colleagues in 1978。 As we all know, traditional English class has a number of disadvantages。 For example, the English teacher always stands in front of the classroom and then he or she asks some questions, waiting for the students to answer。 Some students may put up their hands enthusiastically, while others may not dare to face up with the teacher's eyes directly。 Those shy students quietly sit in the corner of the classroom, and even hope that the teacher will not notice them。 In addition, the relationship between the students in the classroom is largely dominated by competition, without cooperation, which is not good for the overall development of students。 As a result, Elliot Aronson and his colleagues believed that the focus of the class must shift from a competitive atmosphere into a more cooperative one。 It is also necessary for us to mention the social background of the United States in 1970s。 At that time, schools in the United States had just removed racial segregation。 Different ethnic groups of students can have lessons in the same class, but there are many difficulties in classroom teaching, such as lack of communication, the distrust between students and so on。 In order to overcome these difficulties and make the atmosphere in class more active, Aronson put forward Jigsaw teaching method and it achieved a great success。 Therefore, this method has been gradually and widely used in many other parts of the world。

Dr。 Robert Slavin, a famous American professor, put forward the theory of “Cooperative Learning” and made great contributions to the development of it。 From his point of view, it is better for students to learn in groups than study inpidually。 As a result, Jigsaw teaching method as one of the cooperative learning ways has been studied and promoted by many western scholars。 Generally speaking, this method is very popular in those developed countries。 At the same time, many Chinese scholars, like Liu Runqing, Wang Qiang and Du Cuiqin, whose data analysis and quantitative study also have confirmed that Jigsaw teaching method is an effective method of reading teaching in that it has a large number of advantages。 So, we should largely introduce and encourage Jigsaw teaching method in middle school。论文网

Jigsaw teaching method combines the concept of Jigsaw, which actually is a puzzle game, with the practice of teaching。 When we apply this approach to English teaching, especially in English reading teaching, we can also call it Jigsaw reading。 In Jigsaw teaching method, the reading material is broken down into several fragments, and the students are pided into groups as well。 Before students read the material, the teacher should assign clear teaching tasks to each group。 After reading the fragment, students in the same group can communicate and discuss with each other so that they can finish the assigned tasks。 And then the original team members will be broken up and re-pided into a new team。 New team members should exchange the information they got in the original group, and then integrate the information in a logical way。 Ultimately, the whole article will be totally understood by the students and the assigned tasks will be completed。 Of course, in the end, the teacher can raise some requirements or ask some questions to check students’ understanding the whole article and help them deepen their understanding。 During this kind of reading learning, students will have much interest and their various abilities will be improved。 拼图式教学法在中学阅读课堂的运用(2):http://www.youerw.com/yingyu/lunwen_201959.html