题目 拼图阅读在小学英语阅读教学中的应用研究

二级学院 专业年级

学生姓名 学 号

指导教师 职 称

完成时间： 2024 年 5 月

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拼图阅读在小学英语阅读教学中的应用研究

——以成都市实验小学西区分校为例

专业：英语 姓名：

指导教师： 职称：

摘要：随着新课标的推进，小学生的英语阅读课程备受重视。拼图阅读作为一种新型的合作学习阅读教学模式，被广大教师应用于英语教学中。本研究尝试将其应用于小学英语阅读教学，旨在促进学生在阅读中善学和乐学。

本研究基于合作学习和建构主义学习理论，拟解决拼图阅读是否影响小学生英语阅读兴趣、阅读能力和合作能力等问题。笔者以成都市实验小学西区分校四年级2个班的学生为研究对象，开展对照实验。本实验为期3个月，以问卷调查、访谈和测试法为研究工具，对实验前后数据进行对比分析。实验表明，拼图阅读能够激发小学生的英语阅读兴趣，增强合作能力，并在一定程度上提高阅读能力。

综上所述，在小学英语阅读教学中应用拼图阅读是可行的，也为今后的小学英语阅读教学提供了理论和实践参考。

关键词：拼图阅读；英语阅读兴趣；英语阅读能力；合作能力

The Application of Jigsaw Reading in English Reading Teaching in Primary School
小学在英语阅读教学中的拼图阅读的应用

— A Case Study of Chengdu Experimental Primary School West Campus Branch
- 成都实验小学西校园分​​支的案例研究

Field of Study: English Student Name: Tangjie
研究领域：英语学生名称：Tangjie

Supervisor Name: Pu Hongjuan Professional Title: Associate Professor
主管名称：PU Hongjuan专业人权：副教授

Abstract: With the promotion of the new curriculum standards, the English reading course of primary school has received much attention. As a new cooperative learning reading teaching mode, Jigsaw Reading is widely used in English teaching. This study tries to apply it to primary school English reading teaching to promote students to learn and enjoy reading.
摘要：随着新课程标准的提升，小学的英语阅读课程受到了很多关注。作为一种新的合作学习阅读教学模式，拼图阅读被广泛用于英语教学。这项研究试图将其应用于小学英语阅读教学，以促进学生学习和享受阅读。

Based on cooperative learning and constructivism learning theory, this study aims to solve the question of whether Jigsaw Reading affects primary school students’ English reading interest, reading ability and cooperation ability. The author takes students from 2 classes of grade 4 in Chengdu Experimental Primary School West Campus Branch as the research subjects to carry out a controlled experiment. The experiment lasts for 3 months, using questionnaire, interview and tests as research instruments. After the experiment, the author makes a comparative analysis of the experimental data. The experiment shows that Jigsaw Reading can arouse primary school students’ English reading interest, enhance their cooperation ability. And it can improve their reading ability to a certain extent.
基于合作学习和建构主义学习理论，本研究旨在解决拼图阅读是否影响小学生英语阅读兴趣，阅读能力和合作能力的问题。作者将来自2年级的4级Inchengdu实验小学西部校园分支的学生作为研究对象进行受控实验。该实验持续了3个月，使用问卷，访谈和测试作为研究工具。实验后，作者对实验数据进行了比较分析。该实验表明，拼图阅读会引起小学学生的英语阅读兴趣，从而提高他们的合作能力。它可以在一定程度上提高他们的阅读能力。

In short, this study shows that it is feasible to apply Jigsaw Reading in primary school English reading teaching. And it also provides theoretical and practical reference for primary school English reading teaching.
简而言之，这项研究表明，在小学英语阅读教学中应用拼图阅读是可行的。它还为小学英语阅读教学提供了理论和实用的参考。

Keywords: Jigsaw Reading; English Reading Interest; English Reading Ability; Cooperation Ability
关键字：拼图阅读；英语阅读兴趣；英语阅读能力；合作能力

CONTENTS
内容

阿坝师范学院本科毕业论文原创性声明 I

摘要 II

Abstract III
摘要III

Chapter 1 Introduction 1
第1章简介1

1.1 Research Background 1
1.1研究背景1

1.2 Jigsaw Reading 2
1.2拼图阅读2

1.3 Purpose of the Research 5
1.3研究的目的5

Chapter 2 Literature Review 6
第2章文献评论6

2.1 Foreign Researches of Jigsaw Reading in English Reading Teaching 6
2.1外国拼图阅读英语阅读教学教学的研究6

2.2 Domestic Researches of Jigsaw Reading in English Reading Teaching 7
2.2英语阅读教学中拼图阅读的国内研究7

Chapter 3 Research Design 9
第三章研究设计9

3.1 Research Questions 9
3.1研究问题9

3.2 Research Subjects 9
3.2研究主题9

3.3 Research Instruments 9
3.3研究工具9

3.3.1 Questionnaire 9
3.3.1问卷9

3.3.2 Interview 9
3.3.2访谈9

3.3.3 Tests 10
3.3.3测试10

3.4 Research Procedures 10
3.4研究程序10

3.4.1 Pre-experiment 10
3.4.1实验前10

3.4.2 While-experiment 10
3.4.2经验10

3.4.3 Post-experiment 15
3.4.3实验后15

Chapter 4 Results and Discussions 16
第4章结果和讨论16

4.1 Results and Analysis of Questionnaire 16
4.1问卷的结果和分析16

4.2 Results and Analysis of Interview 19
4.2访谈的结果和分析19

4.3 Results and Analysis of the Pre-test and Post-test 20
4.3测试和测试后20的结果和分析

4.3.1 Results and Analysis of Pre-test of the CC and EC 20
4.3.1 CC和EC 20的结果和分析

4.3.2 Results and Analysis of Post-test of the CC and EC 21
4.3.2 CC和EC 2 2的结果和分析21

4.3.3 Results and Analysis of Tests of the CC and EC 21
4.3.3 CC和EC 21测试的结果和分析

4.4 Discussions 22
4.4讨论22

Chapter 5 Conclusion 24
第5章结论24

5.1 Major Findings 24
5.1主要发现24

5.2 Implications 24
5.2含义24

5.3 Limitations and Suggestions 24
5.3限制和建议24

Reference 26
参考26

Acknowledgments 28
致谢28

Chapter 1 Introduction
第1章简介

This chapter consists of three parts. The first part is the research background. The second mainly describes the definition and development of Jigsaw Reading and the theoretical basis. The last part is the purpose of this research.
本章由三个部分组成。第一部分是研究背景。第二个主要描述了拼图阅读和理论基础的定义和发展。最后一部分是这项研究的目的。

1.1 Research Background
1.1研究背景

It is a fact that English is a common language and a media of international communication. And today the world is going through unprecedented changes. So, it is inevitable to master English as a communicative language. As English learners, they must grasp four basic skills: listening, speaking, reading and writing, which are interrelated each other. For Chinese, reading is the primary way to learn English because of lack of language communication environment.
这是英语是一种通用语言，也是国际交流的媒体。如今，世界正在经历前所未有的变化。因此，不可避免地要掌握英语作为一种交流语言。作为英语学习者，他们必须掌握四个基本技能：聆听，说话，阅读和写作，它们相互关联。对于中文而言，由于缺乏语言交流环境，阅读是学习英语的主要方法。

Reading is an active process. In this process, they can not only acquire knowledge, but also cultivate sentiment and improve self-cultivation. Moreover, reading teaching is one of the effective ways to stimulate students’ development, such as language ability, thinking quality, cultural awareness and learning ability. In addition, reading teaching is one of the key courses in primary school and is a perfect opportunity to develop students’ reading interest and ability, because students have strong language perception and imitation ability. It can be seen that English reading teaching in primary schools is the foundation of English teaching.
阅读是一个活跃的过程。在此过程中，他们不仅可以获取知识，而且可以培养情感并改善自我文化。此外，阅读教学是刺激学生发展的有效方法之一，例如语言能力，思维质量，文化意识和学习能力。此外，阅读教学是小学的关键课程之一，是发展学生阅读兴趣和能力的绝佳机会，因为学生具有强大的语言感知和模仿能力。可以看出，小学的英语阅读教学是英语教学的基础。

According to the English Curriculum Standards for Compulsory Education (Ministry of education, 2022), primary school students can finish the following objectives. Firstly, they are able to understand texts, summarize information, and have their own opinions. What’s more, they are able to enjoy and be good at learning, have a strong interest and self-confidence in learning English. Thirdly, they can cooperate with each other to complete learning tasks. Thus, it can be seen that the new curriculum standard emphasizes the cultivation of English reading ability, learning interest and cooperation ability in primary school.
根据英语强制性教育课程标准（教育部，2022年），小学生可以完成以下目标。首先，他们能够理解文本，总结信息并有自己的意见。更重要的是，他们能够享受和善于学习，对学习英语具有强烈的兴趣和自信。第三，他们可以彼此合作以完成学习任务。因此，可以看出，新的课程标准强调了英语阅读能力，学习兴趣和合作能力的培养。

However, there are still some problems in the current situation of primary school English reading teaching. Through the investigation, the author finds that the majority of English teachers has adopted the traditional teaching mode, used a single teaching method and ignored the students’ subjectivity, which make the classroom atmosphere dull and students feel bored or lose interest in reading. At the same time, physical and mental differences and cognitive level also affect students’ English reading ability, such as comprehension, vocabulary, grammar knowledge and so on. Cui Caiping (2022: 152-153) also points out that the current situation of English reading teaching in primary school mainly includes students’ weak basic English knowledge, single teaching mode and narrow reading materials.
但是，在小学英语阅读教学的当前情况中仍然存在一些问题。通过调查，作者发现，大多数英语教师采用了传统的教学模式，使用了一种教学方法并忽略了学生的主观性，这使课堂氛围变得沉闷，学生感到无聊或对阅读失去兴趣。同时，身体和心理差异以及认知水平也影响了学生的英语阅读能力，例如理解，词汇，语法知识等。 CUI Caiping（2022：152-153）还指出，小学英语阅读教学的当前状况主要包括学生的基本知识薄弱，单身教学模式和狭窄的阅读材料。

Based on the above reasons, it is seriously urgent to adopt new methods to cultivate primary students’ English reading ability, learning interest and cooperation ability. Through consulting relevant literature, the author finds that a cooperative learning strategy called Jigsaw Reading has been introduced into English reading teaching by domestic researchers. Jigsaw Reading is a student-centered cooperative learning strategy pioneered by an American social psychologist named Elliot Aronson. And, most importantly, it plays an active role in English reading teaching, which can affect students’ cooperation ability, reading interest and reading ability.
基于上述原因，采用新方法来培养小学生的英语阅读能力，学习兴趣和合作能力是严重迫切的。通过咨询相关文献，作者发现，国内研究人员将一种称为拼图阅读的合作学习策略引入了英语阅读教学中。拼图阅读是一个以学生为中心的合作学习策略，由一位名叫Elliot Aronson的美国社会心理学家率先进行。而且，最重要的是，它在英语阅读教学中起着积极的作用，这可能会影响学生的合作能力，阅读兴趣和阅读能力。

All up, the author applies Jigsaw Reading in English reading teaching in primary school to explore its effect on English reading interest, reading ability and cooperation ability.
总而言之，作者在小学的英语阅读教学中应用拼图阅读，以探索其对英语阅读兴趣，阅读能力和合作能力的影响。

1.2 Jigsaw Reading
1.2拼图阅读

Cooperative learning（CL）originated in the United States in the early 1970s. It means that each student has a clear division to finish a small part of the task in order to finish a common learning goal. Slavin (1987: 7-13) thinks that cooperative learning refers to a set of instructional methods, where students work in small, mixed-ability learning groups. In 1990, Artz and Newman indicates that CL has been defined as “small groups of learners working together as a team to solve a problem, a complete task, or accomplish a common goal” (qtd. in Negari, et al., 2016: 17-18). Wang Tan (2002: 32-35) gets the idea that CL is a teaching activity that takes heterogeneous groups as the basic form. It systematically uses the interaction between dynamic factors of teaching to promote students’ learning. And it takes group achievement as the evaluation standard to achieve teaching goals together. Cooperative learning methods are structured, systematic instructional strategies, including Student Teams-Achievement Divisions (STAD), Team-Games-Tournament (TGL), Jigsaw, Group Investigation (GI) and Learning Together (LT). And the first four are widely used in teaching practice, bringing great influence to students, such as academic performance, learning interest and cooperation awareness.
合作学习（CL）起源于1970年代初。这意味着每个学生都有一个明确的部门来完成任务的一小部分，以完成一个共同的学习目标。斯拉文（Slavin，1987：7-13）认为合作学习是指学生在小型，可混合学习小组中工作的一组教学方法。在1990年，Artz和Newman表示CL被定义为“一小群学习者作为一个团队共同解决问题，完成任务或实现共同目标”（Qtd。in Negari等人，2016年： 17-18）。 Wang Tan（2002：32-35）的想法是，CL是一项将异质群体作为基本形式的教学活动。它系统地利用教学动态因素之间的相互作用来促进学生的学习。并且将小组成就作为评估标准，共同实现教学目标。合作学习方法是结构化的，系统的教学策略，包括学生团队成就师（Stad），团队游戏 - 比赛（TGL），拼图，小组调查（GI）和一起学习（LT）。前四个被广泛用于教学实践，对学生，学习兴趣和合作意识等学生产生了巨大的影响。

Jigsaw is a basic method of cooperative learning, which provides rich theoretical support for the study. In 1978, Aronson and his colleagues created it, which was designed to reduce racial conflict among school children. Jigsaw Reading is a teaching method that combines the idea of Jigsaw with English reading, which takes English text as the carrier. And students finish the reading with the tasks in expert group and home group. The relationship between group naming and learning tasks or reading tasks is shown in the figure 1.1.
拼图是一种合作学习的基本方法，它为研究提供了丰富的理论支持。 1978年，阿农森（Aronson）和他的同事创造了它，旨在减少学童之间的种族冲突。拼图阅读是一种教学方法，将拼图的想法与英语阅读相结合，将英语文字作为载体。学生完成了专家小组和家庭组的任务的阅读。小组命名与学习任务或阅读任务之间的关系如图1.1所示。

Figure 1.1 The diagram of students grouping and task assignment in Jigsaw Reading
图1.1拼图阅读中的学生分组和任务分配的图表

Jigsaw Reading has been developed for over 40 years. It has four generations, including Jigsaw I, Jigsaw II, Jigsaw III and Jigsaw IV.
拼图阅读已经开发了40多年。它有四代，包括拼图I，拼图二世，拼图III和拼图四。

In 1978, Aronson and his colleagues founded the first generation of Jigsaw, called Jigsaw I (qtd. in Slavin & Wang Tan, 1994: 75-79). The teaching steps are as follows: (1) Teacher divides students into several groups. And each group is generally 4-6 students, known as home group. Then, according to the size of group and the characteristics of reading text, the reading text is divided into corresponding parts with learning tasks. And students in home groups are given different tasks and asked to finish them independently. (2) Students who get the same reading part gather together to form a new group, called expert group. In this part, students work together to deal with the reading tasks. (3) The members of the expert group turn back to the home group. They share the reading part they are responsible for with the group members. And they integrate the reading information. (4) Teacher tests students to grasp their understanding of the reading text.
1978年，阿农森（Aronson）和他的同事们创立了第一代拼图，称为拼图I（Slavin＆Wang Tan，1994：75-79）。教学步骤如下：（1）教师将学生分为几个小组。每个小组通常是4-6名学生，称为家庭组。然后，根据组的大小和阅读文本的特征，阅读文本被分为具有学习任务的相应部分。和家庭团体中的学生有不同的任务，并要求独立完成他们。 （2）获得相同阅读部分的学生聚集在一起组成一个新小组，称为专家小组。在这部分中，学生共同努力处理阅读任务。 （3）专家小组的成员返回家庭组。他们与小组成员分享负责的阅读部分。他们整合了阅读信息。 （4）教师测试学生对阅读文本的理解。

Based on Aronson’s work, Slavin improved it and developed it into Jigsaw II in 1987. Slavin and Wang Tan (1994: 75-79) mainly emphasized the following two points. Firstly, students must understand the overall learning tasks before discussing the subtasks. Secondly, in the test, the group score is calculated by using STAD. And the group that meets the predetermined criteria gains the recognition. This scoring method can effectively improve students’ classroom participation and promote the development of Jigsaw Reading.
根据阿隆森（Aronson）的作品，斯拉文（Slavin）在1987年将其改进并将其发展为拼图二世。Slavinand Wang Tan（1994：75-79）主要强调了以下两点。首先，学生必须在讨论子任务之前了解总体学习任务。其次，在测试中，组得分是通过使用Stad计算的。符合预定标准的小组获得了认可。这种评分方法可以有效地改善学生的课堂参与并促进拼图阅读的发展。

In 1988, Steinbrink and Jones inserted a revision before the test of Jigsaw II, which formed Jigsaw III (qtd. in Hu Jifei, 2009: 43-46+57).
1988年，Steinbrink和Jones在测试拼图II之前插入了修订版，该杂志II形成了Jigsaw III（Qtd。在Hu Jifei，2009：43-46+57）。

In 2000, Holliday (2000: 25) designed the Jigsaw IV, adding the following steps: (1) After the grouping, the teacher introduces the learning tasks or topic in detail. (2) After the discussion in expert group and home group, the teacher gives a test. (3) After the test and evaluation, the teacher will supplement the missing knowledge points. The development of Jigsaw IV has made up for the shortcomings of Jigsaw II and promoted the development of Jigsaw, which improves students’ academic performance and classroom behavior.
在2000年，霍利迪（Holliday，2000：25）设计了拼图四IV，并添加了以下步骤：（1）分组后，老师详细介绍了学习任务或主题。 （2）在专家小组和家庭小组讨论之后，老师进行了考验。 （3）测试和评估后，教师将补充缺失的知识点。拼图四IV的发展弥补了拼图二世的缺点，并促进了拼图的发展，这改善了学生的学习成绩和课堂行为。

With the continuous advancement of researches, the theory of Jigsaw Reading has been continuously developed and improved. It has held a preliminary teaching procedure, as shown in figure 1.2.
随着研究的持续发展，拼图理论的读取理论是不断发展和改进的。如图1.2所示，它拥有初步的教学程序。

Figure 1.2 The teaching procedures of Jigsaw Reading
图1.2拼图阅读的教学程序

Moreover,
oreover，Constructivism learning theory
建构主义学习理论also can provide the
也可以提供 theoretical
理论basis
基础 for this study
对于这项研究. Constructivism is a branch of cognitive psychology, proposed by Piaget. He thinks that learning is not a process for individuals to obtain external information, but a procedure about their understanding of things, named the construction of a new cognitive schema, and knowledge is constructed by the students themselves, not by the teachers (qtd. in Liu Daoyi,
建构主义是Piaget提出的认知心理学的一个分支。他认为，学习不是个人获取外部信息的过程，而是一个有关他们对事物的理解的过程，命名了新的认知模式的构建，知识是由学生自己而不是由老师建造的（qtd。in。刘达奥（Liu daoyi）， 2006: 1-6). A
1-6）。一个nd Constructivism learning theory
建构主义学习理论 emphasizes student-centered learning. It refers to learners have changed from passive recipients to active information processors and meaning constructors, while teachers have changed from knowledge imparter and indoctrinator to the helpers, promoters and organizers of learners’ knowledge construction
强调以学生为中心的学习。它是指学习者从被动接收者变成了主动信息处理器和意义构造函数，而教师已经从知识中断者和灌输者转变为学习者知识构建的助手，推广者和组织者 (qtd. in Yang
（qtd。在杨 Weidong
魏登 & Jia
＆jia Nan
南, 2006: 1-6). And it also believes that situation, conversation, cooperation and meaning construction are the four elements in the constructivism learning environment.
1-6）。它还认为，情况，对话，合作和意义构建是建构主义学习环境中的四个要素。 Jigsaw Reading is
拼图阅读是 also
还 a kind of student-centered teaching
一种以学生为中心的教学method, and
方法和students can actively discover knowledge, construct knowledge, transfer knowledge and expand knowledge, which is consistent with
学生可以积极发现知识，构建知识，转移知识和扩展知识，这与the construction of knowledge in
知识的构建constructivism learning theory. Therefore, constructivism learning theory can
建构主义学习理论。因此，建构主义学习理论可以also
还provide
提供 theoretical support for this study
对这项研究的理论支持.

To sum up, compared with other reading strategies, Jigsaw Reading has its significant features for English reading teaching. It is a process of splitting and restructuring, which breaks the limitations of traditional reading teaching.
总而言之，与其他阅读策略相比，拼图阅读具有英语阅读教学的重要特征。这是一个分裂和重组的过程，它打破了传统阅读教学的局限性。

1.3 Purpose of the Research
1.3研究的目的

China has attached great importance to the development of education, actively issuing relevant policies and increasing investment in education, especially in compulsory education. Primary education, as the initial stage of compulsory education, is the foundation of education and a key period for students’ growth. However, the current situation of English reading teaching in primary school is non-ideal. And the new curriculum standards stresses the cultivation of students’ English reading ability, cooperation ability, and reading interest. As a cooperative learning strategy, Jigsaw Reading is a suitable way for the current situation. Undeniably, there are many academic papers on Jigsaw Reading. But in China, there is little research on the application of Jigsaw Reading in English reading teaching in primary school. Therefore, based on cooperative learning and constructivism learning theory, this research applies Jigsaw Reading to English reading teaching in primary school. The purpose of this research is to change the traditional teaching method of English reading teaching, help students cultivate learning interest, reading ability and cooperation ability.
中国非常重视教育的发展，积极发行相关政策并增加对教育的投资，尤其是在义务教育方面。作为强制性教育的初始阶段，初等教育是教育的基础，也是学生成长的关键时期。但是，小学英语阅读教学的当前状况是非理想的。新的课程标准强调了学生英语阅读能力，合作能力和阅读兴趣的培养。作为合作学习策略，拼图阅读是当前情况的合适方法。不可否认，有许多有关拼图阅读的学术论文。但是在中国，关于拼图阅读在小学中的英语阅读教学中的应用几乎没有研究。因此，基于合作学习和建构主义学习理论，本研究将拼图阅读应用于小学的英语阅读教学。这项研究的目的是改变传统的英语阅读教学教学方法，帮助学生培养学习兴趣，阅读能力和合作能力。

Chapter 2 Literature Review
第2章文献综述

This chapter mainly introduces the foreign and domestic researches of Jigsaw Reading in English reading teaching.
本章主要介绍英语阅读教学中拼图阅读的外国和国内研究。

2.1 Foreign Researches of Jigsaw Reading in English Reading Teaching
2.1英语阅读教学中拼图阅读的外国研究

Jigsaw Reading has been a common teaching method abroad. Since Aronson proposed it in 1978, it has been developed and used in different teaching practice, and has achieved more and more researches results, especially in English reading teaching.
拼图阅读一直是国外常见的教学方法。自1978年Aronson提出以来，它已在不同的教学实践中开发和使用，并取得了越来越多的研究结果，尤其是在英语阅读教学中。

Many foreign researchers and scholars have explored the help of Jigsaw Reading to stimulate students’ learning motivation and reading interest. For instance, Shaaban (2006: 377-403) examines the effect of Jigsaw II on improving reading comprehension, vocabulary acquisition, and motivation to read among grade five learners of EFL. Research shows that it is more effective than whole class instruction in improving EFL students’ perceptions of the value of reading, reading self-concept, and overall motivation to read. And Negari et al. (2016: 17-18) also investigates the effect of Jigsaw task as a cooperative learning technique on reading skills improvement of Iranian EFL learners, which indicates that it can increase students’ interest, motivation and confidence.
许多外国研究人员和学者探索了拼图阅读的帮助，以刺激学生的学习动机和阅读兴趣。例如，Shaaban（2006：377-403）研究了拼图II对提高阅读理解，词汇获取和在EFL五年级学习者中阅读的动机的影响。研究表明，在改善EFL学生对阅读，阅读自我概念和整体阅读动机的价值的看法方面，它比整个班级教学更有效。和Negari等。 （2016：17-18）还研究了拼图任务作为合作学习技术对伊朗EFL学习者的阅读技能提高的影响，这表明它可以增加学生的兴趣，动力和信心。

In recent years, foreign researchers and scholars have also found that the application of Jigsaw Reading brings about a positive impact on the cultivation of students’ cooperation awareness and cooperation ability. One example is that Nurbianta (2018) applies it to explore the influence on students’ English comprehension ability. The result indicates that it can not only improve students’ reading comprehension ability and reading interest, but also cultivate students’ cooperation awareness. Another example is that Abuhamda et al. (2020: 1-8) investigates the effect of Jigsaw cooperative learning strategy on the fourth graders’ achievement in teaching EFL at Qalqilya city. According to the findings, it promotes collaborative learning among participants.
近年来，外国研究人员和学者还发现，拼图阅读的应用对学生的合作意识与合作能力的种植产生了积极影响。一个例子是，Nurbianta（2018）将其应用于探索对学生英语理解能力的影响。结果表明，它不仅可以提高学生的阅读理解能力和阅读兴趣，还可以提高学生的合作意识。另一个例子是Abuhamda等人。 （2020：1-8）调查了拼图合作学习策略对四年级学生在教授EFL Atqalqilya市的成就的影响。根据调查结果，它促进了参与者之间的协作学习。

Moreover, foreign researchers and scholars are keeping study on its impact on students’ reading ability or reading achievement. For example, Handayani (2022: 19-24) uses Jigsaw in English reading teaching for elementary school students. It is found that students’ reading comprehension is better after the implementation of Jigsaw.
此外，外国研究人员和学者们一直在研究其对学生阅读能力或阅读成就的影响。例如，Handayani（2022：19-24）在小学生的英语阅读教学中使用拼图。发现在实施拼图后，学生的阅读理解更好。

From the point of the above research, foreign researchers and scholars have explored the value of Jigsaw Reading from various perspectives.
从上述研究的角度来看，外国研究人员和学者从各个角度探讨了拼图阅读的价值。

2.2 Domestic Researches of Jigsaw Reading in English Reading Teaching
2.2英语阅读教学中拼图阅读的国内研究

Although Jigsaw Reading is relatively late in China, it has been widely concerned by English teachers. From primary school to university, from theoretical introduction to practice, the scope of research on Jigsaw Reading is expanding. And there are valuable conclusions drawn from the application of Jigsaw Reading in English reading teaching in primary school.
尽管在中国的拼图读数相对较晚，但英语教师广泛关注它。从小学到大学，从理论介绍到实践，拼图阅读的研究范围正在扩大。从小学在英语阅读教学中的拼图阅读的应用中得出了宝贵的结论。

Recently, researchers and scholars have been exploring its effect on students’ cooperation awareness or ability. For example, Ye Qin (2016: 43) holds the idea that Jigsaw Reading is one of the effective cooperative learning methods, which not only improves primary students’ learning efficiency, but also cultivate their good cooperation concept and ability. Through concrete teaching examples, Li Kaolin (2022: 79-81) indicates that it can effectively cultivate primary students’ ability of cooperative learning, independent inquiry and independent learning.
最近，研究人员和学者一直在探索其对学生合作意识或能力的影响。例如，Ye Qin（2016：43）认为拼图阅读是一种有效的合作学习方法之一，不仅可以提高小学生的学习效率，而且还培养了他们良好的合作概念和能力。通过具体的教学示例，李·考林（Li Kaolin，2022：79-81）表明，它可以有效地培养小学学生的合作学习能力，独立的探究和独立学习。

Moreover, researchers and scholars have also obtained some conclusions on the effect of Jigsaw Reading on students’ reading interest or reading anxiety. For instance, through teaching practice, Hu Xiaorong (2015: 20) concludes that the interest and challenge of Jigsaw Reading stimulate students’ learning motivation and arouse their interest, which makes a boring reading class fun. And Wu Xianwei (2022) also shows that it can significantly improve primary students’ reading interest and relieve students’ learning anxiety.
此外，研究人员和学者还得出了一些关于拼图阅读对学生阅读兴趣或阅读焦虑的影响的结论。例如，通过教学实践，胡科（2015：20）得出结论，拼图阅读的兴趣和挑战刺激了学生的学习动机并引起他们的兴趣，这使无聊的阅读课程变得有趣。 Wu Xianwei（2022）还表明，它可以显着改善小学生的阅读兴趣并减轻学生的学习焦虑。

Meanwhile, domestic scholars have been keen to study its effect on students’ reading ability or reading achievements. For example, Wang Xiaoqian (2021) says that it can effectively improve primary school students’ ability of reading pictures, reading short stories, understanding simple materials and comprehensive reading. Xu Qing (2023: 6-10) indicates that the application of Jigsaw Reading in English picture book reading can cultivate primary students’ reading ability and thinking quality.
同时，国内学者一直热衷于研究其对学生阅读能力或阅读成就的影响。例如，Wang Xiaoqian（2021）说，它可以有效地提高小学生阅读图片，阅读短篇小说，了解简单材料和全面阅读的能力。 Xu Qing（2023：6-10）表明，在英语图画书中，拼图阅读的应用可以培养学生的阅读能力和思维质量。

It can be seen that domestic research has summarized many valuable conclusions on the application of Jigsaw Reading in English reading teaching, especially for cooperation ability, reading interest and reading ability.
可以看出，国内研究总结了关于拼图阅读在英语阅读教学中的应用，尤其是用于合作能力，阅读兴趣和阅读能力的许多有价值的结论。

From the above foreign and domestic researches, it can be seen that the application of Jigsaw Reading in primary school English reading teaching has been increasing in recent years. However, there are still many limitations in the application of Jigsaw Reading in English reading. Most of the domestic researches only stay at the theoretical level, with relatively few teaching practice, resulting in incomprehensive conclusions. Therefore, from the perspectives of cooperation ability, reading interest and reading ability, author carries out this study in the Chengdu Experimental Primary School West Campus Branch, which not only enriches the theory, but also promotes the development of teaching practice.
从上述外交和国内研究可以看出，近年来，拼图阅读在小学英语阅读教学中的应用一直在增加。但是，在英语阅读中使用拼图读数仍然存在许多限制。大多数国内研究只能保持理论水平，其教学实践相对较少，从而得出了不可思议的结论。因此，从合作能力，阅读兴趣和阅读能力的角度来看，作者在成都小学西部校园分支机构进行了这项研究，这不仅丰富了理论，而且还促进了教学实践的发展。

Chapter 3 Research Design
第三章研究设计

This chapter describes the research questions, the research subjects and the research instruments. And then the research procedures are introduced in detail.
本章介绍了研究问题，研究主题和研究工具。然后详细介绍了研究程序。

3.1 Research Questions
3.1研究问题

This study applies Jigsaw Reading to English reading teaching in primary school, mainly to solve the following questions:
这项研究适用于小学的英语阅读教学，主要是为了解决以下问题：

What is the effect of Jigsaw Reading on primary school students’ reading interest?
拼图阅读对小学生阅读兴趣的影响是什么？

What is the effect of Jigsaw Reading on primary school students’ English reading ability?
拼图阅读对小学生英语阅读能力的影响是什么？

What is the effect of Jigsaw Reading on primary school students’ cooperation ability?
拼图阅读对小学生合作能力的影响是什么？

3.2 Research Subjects
3.2研究对象

The research subjects are primary school students. It selects two parallel classes in grade four of Chengdu Experimental Primary School West Campus Branch. They are class one and class two. Class one is the control class, a total of 51 students. Class two is the experimental class, a total of 52 students. And they are taught by the same teacher and the English performance is at the same level, which reduced distractions of the experiment.
研究学科是小学生。它选择了成都小学西部校园分支的两个平行课程。他们是第一级和二级。第一级是控制班，共有51名学生。第二类是实验班，共有52名学生。他们由同一老师教授，英语表现在同一水平，这减少了实验的干扰。

3.3 Research Instruments
3.3研究工具

3.3.1 Questionnaire
3.3.1问卷

Questionnaire is an important data collection method, which plays an important role in research. The author designs a questionnaire and distributes it to the experimental classes, asking them to fill it out seriously. And the questionnaire is distributed before and after the experiment, shown in appendix I.
问卷是一种重要的数据收集方法，在研究中起着重要作用。作者设计问卷并将其分发给实验类，要求他们认真填写。调查表是在实验之前和之后分发的，如附录I所示。

The questionnaire before the experiment is mainly to know the current situation of students’ English reading learning, such as reading interest, reading ability and learning difficulties. The questionnaire after the experiment is to understand whether the application of Jigsaw Reading in English reading teaching can improve students’ cooperation ability, reading interest and reading ability.
实验之前的问卷主要是要了解学生英语阅读学习的当前状况，例如阅读兴趣，阅读能力和学习困难。实验后的问卷是要了解在英语阅读教学中拼图阅读的应用是否可以提高学生的合作能力，阅读兴趣和阅读能力。

3.3.2 Interview
3.3.2访谈

The interview is a supplement to the questionnaire. According to the research questions, it mainly includes reading interest and cooperation ability, shown in appendix II.
采访是问卷的补充。根据研究问题，它主要包括附录II中显示的阅读兴趣与合作能力。

The author interviews 8 students (4 boys and 4 girls) in the experimental class before and after the experiment. The students are from Class 2 Grade 4 at different levels of English achievement, respectively perfect, good, pass and fail. After the investigation, the author summarizes and sorts out the data.
作者在实验之前和之后的实验课上采访了8名学生（4个男孩和4个女孩）。学生来自2级4年级，分别是英语成就的不同水平，分别是完美，良好，通过和失败。调查后，作者总结并分类数据。

3.3.3 Tests
3.3.3测试

There are pre-test and post-test in this research. The tests are carried out for control class and experimental class. In order to ensure the feasibility of tests, the pre-test and post-test strictly follow the question type of the compulsory education stage, including filling in the blank, true or false, multiple choice. At the same time, they are suitable for the English level of both classes. And they are comprehensive tests, in which the score of reading comprehension is the same, shown in Appendix III.
这项研究中有预测试和后测试。这些测试是针对对照类和实验类进行的。为了确保测试的可行性，测试前和测试后严格遵循强制性教育阶段的问题类型，包括填写空白，True或false，多重选择。同时，它们适合两个课程的英语水平。它们是全面的测试，其中阅读理解的得分相同，如附录III所示。

The test is carried out before the experiment in order to know the two classes’ English reading level, which ensures the feasibility of the experiment. The purpose of post-test is to realize whether the Jigsaw Reading can improve students’ reading level or reading ability.
该测试是在实验之前进行的，以了解这两个类的英语阅读水平，以确保实验的可行性。测试后的目的是意识到拼图阅读是否可以提高学生的阅读水平或阅读能力。

3.4 Research Procedures
3.4研究程序

The experiment will be divided into three parts, including pre-experiment, while-experiment and post-experiment.
实验将分为三个部分，包括实验前，实验和实验后。

3.4.1 Pre-experiment
3.4.1实验

Firstly, the author distributes the questionnaires to experimental class. The purpose is to know the current situation of primary school students’ English learning in primary school, such as reading interest, reading ability and learning difficulties.
首先，作者将问卷分发给实验类。目的是了解小学生英语学习的当前状况，例如阅读兴趣，阅读能力和学习困难。

Secondly, the author carries out the pre-test on the control class and the experimental class. The test is a comprehensive test, divided into listening part and reading comprehension part. The reading comprehension part is based on the teaching material, which is in line with the current level of students.
其次，作者在对照类别和实验类别上进行了预测试。该测试是一项全面的测试，分为聆听部分和阅读理解部分。阅读理解部分基于教材，该材料符合当前的学生水平。

Thirdly, the author interviews the eight students from the experimental class.
第三，作者采访了实验班的八名学生。

3.4.2 While-experiment
3.4.2经验

The author takes the first volume of the fourth-grade book of the New Starting Point of People’s Education Press as the teaching material, which has a total of 6 units. And each unit has the part of “story time”. This part is a whole story with illustrations and text that makes for excellent reading, shown in appendix IV. So, this experiment selects story time as the teaching material. The control class adapts the traditional teaching method (PWP) for teaching, and the experimental class applies the Jigsaw Reading in teaching. The experiment period is from September to December.
作者将新的教育出版社新起点的四年级书中的第一卷作为教学材料，总共有6个单位。每个单元都有“故事时间”的一部分。这部分是整个故事，插图和文本使得读物具有出色的阅读，如附录IV所示。因此，该实验将故事时间选择为教材料。对照班级适应传统教学方法（PWP）进行教学，实验类应用于教学中的拼图阅读。实验期是9月至12月。

The teaching steps of the experimental class are as follows:
实验类的教学步骤如下：

Preparation for Teaching
准备教学

Introduction to Jigsaw Reading
拼图阅读简介

Grouping
分组

The following is the original seating of the experimental class students:
以下是实验班学生的原始座位：

Figure 3.1 The original seating of the students
图3.1学生的原始座位

Considering the convenience of communication and the selection of teaching materials, the author leads students to group before class. The whole class is divided into 6 groups, called home groups. The grouping is as follows:
考虑到沟通的便利性和选择教材的选择，作者带领学生在上课前进行分组。整个班级分为6组，称为家庭组。分组如下：

Figure 3.2 Diagram of home group
图3.2家庭组图

Expert groups are grouped in columns. The grouping is as follows:
专家小组分组为列。分组如下：

Figure 3.3 Diagram of expert group
图3.3专家组的图

Teaching Procedure
教学程序

The author selects the teaching procedures of teaching case to show the specific application of Jigsaw Reading. The teaching case of the experiment is selected from Unit 3 Transportation, referring to Appendix IV. The author divides it into four parts according to the content and the groups of students, as shown in the figure 3.4.
作者选择教学案例的教学程序，以显示拼图阅读的特定应用。实验的教学案例是从第3单元运输中选择的，指的是附录IV。如图3.4所示，作者根据内容和学生组将其分为四个部分。

Figure 3.4 Task assignment
图3.4任务分配

The teaching fragments of teaching procedures are presented in the following part:
以下一部分介绍了教学程序的教学片段：

Reading in Home Group
在家中阅读

The reading material about different ways of transportation to school is divided into four parts. Home groups are groups of eight people, two of whom are responsible for the same reading material. See figure 3.2 for details. For example, student A1 and student B1 get the same reading materials and tasks. So, a home group gets different reading materials, and they all have reading tasks.
有关向学校运输方式的不同方式的阅读材料分为四个部分。家庭团体是八人组成的小组，其中两个负责相同的阅读材料。有关详细信息，请参见图3.2。例如，学生A1和学生B1获得相同的阅读材料和任务。因此，家庭团体会获得不同的阅读材料，并且他们都有阅读任务。

When students get their reading material, they read and complete the “3W1H” on their own:
当学生获得阅读材料时，他们会自己阅读并完成“ 3W1H”：

Figure 3.5 Reading tasks
图3.5阅读任务

Figure 3.6 Reading in home group
图3.6在家庭组中阅读

Reading in Expert Group
专家小组阅读

After students have finished their own tasks or materials in home group, they with the same task come to expert group to communicate and discuss. In this process, each member of expert group must actively participate in collaborative discussions to express their ideas. And they must take notes and check leakage fill a vacancy.
在学生在家庭组中完成自己的任务或材料之后，他们拥有相同任务的专家小组进行交流和讨论。在此过程中，专家小组的每个成员都必须积极参与协作讨论以表达他们的想法。他们必须记下笔记并检查泄漏填充空缺。

Figure 3.7 Reading in expert group
图3.7专家小组阅读

Back to Home Group
返回家园

After the discussion in expert group, students turn back to home group to share the reading. In this process, each member is responsible for his or her own task to help other members to understand and fill the reading information gap, resulting in a complete reading. And the teacher asks the students to communicate in complete sentences. For example, in part A, students say: She is Yaoyao. She is from China. She goes to school by bike, because…. Meanwhile, the teacher makes her rounds to master students’ learning and give them help.
在专家小组的讨论之后，学生回到家庭小组分享阅读。在此过程中，每个成员都负责他或她自己的任务，以帮助其他成员理解和填补阅读信息差距，从而完整阅读。老师要求学生用完整的句子进行交流。例如，在A部分中，学生说：她是Yaoyao。她来自中国。她骑自行车上学，因为…。同时，老师们巡回演出，以掌握学生的学习并给予他们帮助。

Tests or Presentation
测试或演示

After the discussion in home group, the teacher gives students tests or presentation about the reading, which can understand their mastery of the text. And students participate in tests or presentation in home group. For example, after checking the answers, the teacher asks the students to make a report on the text, as shown below.
在家庭小组的讨论之后，老师为阅读的学生提供了测试或演讲，这可以理解他们对文本的掌握。学生参加了家庭组的测试或演讲。例如，在检查答案后，老师要求学生对文本进行报告，如下所示。

Figure 3.8 Report
图3.8报告

3.4.3 Post-experiment
3.4.3实验后

In order to understand the changes of students after the experiment, the author gives post-test to students in two classes and distributes the second questionnaire in experimental class. At the same time, the author interviews the eight students from the experimental class to have a supplement to questionnaires.
为了了解实验后的学生的变化，作者对两个课程的学生进行了后测试，并在实验班上分发了第二份问卷。同时，作者采访了实验班的八名学生，以补充问卷。

Chapter 4 Results and Discussions
第4章结果和讨论

The data of this study are mainly from questionnaires, interviews and English tests. In this chapter, the author analyses and compares the results of questionnaire and interview before and after the experiment in order to know the changes of students’ English reading interest and cooperation ability. Moreover, the author compares the English test scores before and after the experiment between the experimental class and the control class to understand the effects of Jigsaw Reading on English reading ability. Finally, the author discusses the attentions of application of Jigsaw Reading in primary school English teaching.
这项研究的数据主要来自问卷，访谈和英语测试。在本章中，作者分析并比较了实验之前和之后的问卷和访谈的结果，以了解学生英语阅读兴趣和合作能力的变化。此外，作者比较了实验类和对照类实验之前和之后的英语考试成绩，以了解拼图阅读对英语阅读能力的影响。最后，作者讨论了在小学英语教学中拼图阅读的应用。

4.1 Results and Analysis of Questionnaire
4.1调查表的结果和分析

The questionnaire has been down before and after the experiment. The first questionnaire in the experimental class is in September. A total of 52 questionnaires are distributed in this survey. And 52 questionnaires are got, which are valid. The second questionnaire is in December. The distribution is 52 and collocation is 52. The questionnaire consists of 10 questions and involves three aspects. The details are shown in the table 4.1.
调查表在实验之前和之后都已下降。实验课程中的第一份问卷是在9月。本调查中总共分发了52份问卷。 52个问卷是有效的。第二份问卷是在12月。分布为52，搭配为52。问卷由10个问题组成，涉及三个方面。详细信息显示在表4.1中。

Table 4.1 Questionnaires for Students
表4.1学生问卷

The results and analysis of twice questionnaires are as follows:
两次问卷的结果和分析如下：

Table 4.2 Students’ attitudes and interest in English reading
表4.2学生的态度和对英语阅读的兴趣

Table 4.2 Students’ attitudes and interest in English reading(continued)
表4.2学生对英语阅读的态度和兴趣（续）

From the above data, it can be seen that the students’ attitude and interest in English reading has changed. Firstly, 44% of the students think English reading is important, while 15% of students think it is not important before the experiment. After the experiment, 66% of the students think English reading is important, while only 6% of students think it was not important, which is a huge change. With the application of Jigsaw Reading, students pay more attention to English reading. Secondly, in the results of the question 2 and question 3, the students who are interested in English reading increase from 38% to 63%, and 62% of the students like English reading class very much after the experiment. In addition, the percentage of students who are not interested in English reading and English reading classes has dropped by 21% and 13%, respectively. Thirdly, after the experiment, the proportion of students who think that the dull classroom atmosphere affects their interest in reading class decreased by 25%, which is a big difference compared with the data before the experiment. It means that students have changed their opinions to English reading.
从以上数据可以看出，学生对英语阅读的态度和兴趣已经改变。首先，有44％的学生认为英语阅读很重要，而15％的学生认为在实验之前并不重要。实验后，有66％的学生认为英语阅读很重要，而只有6％的学生认为这并不重要，这是一个巨大的变化。随着拼图阅读的应用，学生更多地关注英语阅读。其次，在问题2和问题3的结果中，对英语阅读感兴趣的学生从38％增加到63％，而62％的学生在实验后非常喜欢英语阅读课。此外，对英语阅读和英语阅读课不感兴趣的学生的百分比分别下降了21％和13％。第三，在实验之后，认为沉闷的课堂氛围的学生比例会影响他们对阅读班的兴趣下降25％，这与实验前的数据相比是一个很大的差异。这意味着学生已经将意见更改为英语阅读。

Table 4.3 Students’ English reading ability
表4.3学生的英语阅读能力

From question 6, it shows that students’ English reading ability before and after the experiment. It can be seen that only 12% of the students can solve all the reading problems, and 38% of students can solve most of the reading problems before the experiment. After the experiment, the percentage of students who can solve all the problems increase to 23%, and the percentage of students who can solve most problems increase to 50%.
从问题6中，它表明了实验前后学生的英语阅读能力。可以看出，只有12％的学生可以解决所有阅读问题，而38％的学生可以在实验之前解决大多数阅读问题。实验后，可以解决所有问题的学生的百分比增加到23％，并且可以解决大多数问题的学生百分比增加到50％。

Table 4.4 Students’ attitudes to cooperative learning
表4.4学生对合作学习的态度

Questions 8 to 10 are about students’ attitudes towards cooperative learning. First of all, before the experiment, 40% of the students like cooperative learning, the 38% think it is just so-so, and the 19% don’t like cooperative learning. After the experiment, 79% of the students prefer cooperative learning, which is a significant difference. What’s more, after the experiment, 71% of students are active to share and express their opinions in group learning, and only 6% of students are not actively participate in cooperative learning to express ideas, which are the significant change. Thirdly, before the experiment, the English reading classroom mode preferred by students is teacher-centered, accounting for 52%. Self-centered reading accounts for 15%, group cooperation accounts for 23%, others account for 10%. After the experiment, the English reading class mode preferred by the students is mainly group cooperation, accounting for 54%, which is a significant difference. At the same time, the percentage of teacher-centered, self-centered and others also has a clear decline.
问题8至10是关于学生对合作学习的态度。首先，在实验之前，有40％的学生喜欢合作学习，38％的学生认为这是如此，而19％的学生不喜欢合作学习。实验后，有79％的学生更喜欢合作学习，这是一个显着差异。更重要的是，在实验之后，有71％的学生积极分享和表达他们在小组学习中的看法，只有6％的学生没有积极参加合作学习来表达思想，这是重大变化。第三，在实验之前，学生偏爱的英语阅读课堂模式以教师为中心，占52％。以自我为中心的阅读占15％，小组合作占23％，其他占10％。实验之后，学生首选的英语阅读课程主要是团体合作，占54％的责任，这是一个显着差异。同时，以教师为中心，以自我为中心和其他人的百分比也明显下降。

Taken together, it can be concluded that the students in the experimental class have positive changes in their English reading interest, cooperation awareness or ability after the application of Jigsaw Reading. Meanwhile, students’ reading ability has been improved to a certain extent.
综上所述，可以得出结论，实验班的学生在应用拼图阅读后的英语阅读兴趣，合作意识或能力上都有积极的变化。同时，学生的阅读能力在一定程度上得到了提高。

4.2 Results and Analysis of Interview
4.2访谈的结果和分析

The author chooses eight students with different level of English reading ability from the experimental class. And the author interviews them before and after the experiment. There are three interview questions (Appendix II). The purpose of these three questions is to understand the changes of English reading interest, reading ability and cooperation ability of students in the experimental class before and after the experiment. The author collects and records the data of interview, and then summarizes them. The results and analysis are as follows:
作者从实验课上选择了八名具有不同英语阅读能力的学生。作者在实验之前和之后采访了他们。有三个面试问题（附录II）。这三个问题的目的是了解实验前后学生在实验班上和之后的学生阅读兴趣，阅读能力和合作能力的变化。作者收集并记录采访的数据，然后总结它们。结果和分析如下：

Before the experiment, the eight students give their opinions.
在实验之前，八名学生发表了意见。

For question one, only two students think English reading is interesting, because they can follow teachers’ teaching. But six students express low interest in English reading because of the dull and boring English class atmosphere. The dull atmosphere brings about their low interest and motivation in English reading.
对于问题，只有两个学生认为英语阅读很有趣，因为他们可以跟随教师的教学。但是，由于乏味而无聊的英语班级气氛，有六名学生对英语阅读的兴趣低下。沉闷的气氛使他们对英语阅读的兴趣和动力低。

For question two, all the students think that English reading class can improve their English reading ability to some extent, but to such a small extent. They think the English reading material is difficult, and the English reading class can help them understand the reading content.
对于第二个问题，所有学生都认为英语阅读课可以在一定程度上提高其英语阅读能力，但在很小的程度上。他们认为英语阅读材料很困难，英语阅读课可以帮助他们了解阅读内容。

The third question is an open-ended one. These eight students put forward the following two aspects: On the one hand, the current English reading classroom is boring because of the mechanical reading and memorization. On the other hand, it is worth continuing to develop the advantages. They also express their interest in working in groups. For example, they like to work in groups to make dialogues and plays. They think it can promote their learning.
第三个问题是一个开放式的问题。这八名学生提出了以下两个方面：一方面，由于机械阅读和记忆，目前的英语阅读教室很无聊。另一方面，值得继续发展优势。他们还表达了他们对小组工作的兴趣。例如，他们喜欢小组工作以进行对话和戏剧。他们认为这可以促进他们的学习。

After the experiment, the author interviews the eight students again to discuss the impact of Jigsaw Reading. The results are as follows:
实验后，作者再次采访了八名学生，讨论了拼图阅读的影响。结果如下：

The first question is about the impact of Jigsaw Reading on students’ English reading interest. Most of students think that Jigsaw Reading is a new type of reading mode, which can improve their interest in English reading. Among them, four students believe that Jigsaw Reading can activate the classroom atmosphere and make them willing to learn. Two students think that it can develop their confidence in reading. And other hold that Jigsaw Reading can make them have a deep understanding of the text, which can improve their reading interest.
第一个问题是关于拼图阅读对学生英语阅读兴趣的影响。大多数学生认为拼图阅读是一种新型的阅读模式，可以提高他们对英语阅读的兴趣。其中，四个学生认为拼图阅读可以激活课堂氛围并使他们愿意学习。两个学生认为它可以增强他们对阅读的信心。其他人认为拼图阅读可以使他们对文本有深刻的了解，从而可以提高他们的阅读兴趣。

The second question is the impact of Jigsaw Reading on students’ English reading ability. Six students believe that Jigsaw Reading has improved their current English reading ability. In Jigsaw Reading, they enjoy the process from independent learning to cooperative learning. In this process, they can express their ideas and learn from each other, which deepens their reading comprehension. The other two students say that it doesn’t improve their English reading ability, but activates the classroom.
第二个问题是拼图阅读对学生英语阅读能力的影响。六个学生认为，拼图阅读提高了他们当前的英语阅读能力。在拼图阅读中，他们喜欢从独立学习到合作学习的过程。在此过程中，他们可以表达自己的想法并互相学习，从而加深他们的阅读理解。其他两个学生说，这并不能提高他们的英语阅读能力，而是激活了课堂。

The third question is the impact of Jigsaw Reading on students’ cooperation awareness or ability. Six students say that it can improve their cooperation ability after the experiment. In the Jigsaw Reading, they can have opportunities to discuss with group members to explore the knowledge. When they solve reading problems in group cooperation, their improvisation, organization and cooperation ability can be examined. Therefore, they think that Jigsaw Reading can improve their cooperation ability. And two students think Jigsaw Reading can cultivate their cooperation awareness.
第三个问题是拼图阅读对学生的合作意识或能力的影响。六名学生说，实验后可以提高他们的合作能力。在拼图阅读中，他们可以有机会与小组成员讨论以探索知识。当他们解决小组合作中的阅读问题时，可以检查他们的即兴，组织和合作能力。因此，他们认为拼图阅读可以提高其合作能力。两个学生认为拼图阅读可以培养他们的合作意识。

In conclusion, from the results and analysis of interview, it can be found that the Jigsaw Reading can enhance students’ English reading interest, improve English reading ability and arouse cooperation awareness or promote cooperation ability.
总之，从访谈的结果和分析中可以发现，拼图阅读可以增强学生的英语阅读兴趣，提高英语阅读能力并引起合作意识或促进合作能力。

4.3 Results and Analysis of the Pre-test and Post-test
4.3测试和测试后的结果和分析

In this part, the author uses the pre-test and post-test to examine the changes of students’ English reading ability. Because test scores partly reflect reading ability. And the total score for the reading section is 34. The detailed data is provided in appendix VI.
在这一部分中，作者使用预测试和后测试来检查学生英语阅读能力的变化。因为测试的得分部分反映了阅读能力。阅读部分的总分数为34。附录VI中提供了详细数据。

4.3.1 Results and Analysis of Pre-test of the CC and EC
4.3.1 CC和EC预测试的结果和分析

Before the experiment, the author conducts a pre-test on the control class and the experimental class to ensure that the reading ability of the two classes are at the same level. The following table is about the pre-test score.
在实验之前，作者对对照类和实验类进行了预测试，以确保两类的阅读能力处于相同的水平。下表大约是预测试得分。

Table 4.5 The results of pre-test
表4.5预测试结果

As is shown in Table 4.5, the English reading ability of the two c lasses is at the same level. The average reading score of the control class is 27.471, and the experimental class is 26.962. The difference is 0.509, which is small. So, the two class can be the research subjects.
如表4.5所示，两个C套件的英语阅读能力在同一级别。对照类别的平均阅读分数为27.471，实验类别为26.962。差异为0.509，很小。因此，这两个类可以是研究对象。

4.3.2 Results and Analysis of Post-test of the CC and EC
4.3.2 CC和EC的后测试结果和分析

After the three-month experiment, the author arranges a post-test for the two classes to examine the changes of their reading ability. The following table is about the pre-test score.
在三个月的实验之后，作者安排了两个类别的后测试，以检查其阅读能力的变化。下表大约是预测试得分。

Table 4.6 The results of post-test
表4.6测试后的结果

In table 4.6, it is clear that there is a great difference in reading scores between the control class and the experimental class after the experiment. The average scores of reading part in control class is 27.608, and the experimental class is 29.615. And the difference between the two class is 2.008. The scores of the experimental class are higher than those of the control class, which is significant. Therefore, the author thinks that the Jigsaw Reading can improve students’ English reading ability.
在表4.6中，很明显，实验后的对照类别和实验类之间的阅读分数有很大差异。对照类中阅读部分的平均得分为27.608，实验类别为29.615。两类之间的区别为2.008。实验类别的得分高于对照组的得分，这很重要。因此，作者认为拼图阅读可以提高学生的英语阅读能力。

4.3.3 Results and Analysis of Tests of the CC and EC
4.3.3 CC和EC测试的结果和分析

After the experiment, in order to accurately know the changes in the reading ability of the experimental class, the author makes a comparative analysis of the pre-test and post-test of the experimental class. The detailed data are as follows:
实验后，为了准确了解实验类别的阅读能力的变化，作者对实验类的测试和后测试进行了比较分析。详细数据如下：

Table 4.7 The comparison between pre-test and post-test in experimental class
表4.7实验类预测试和测试后的比较

As is shown in Table 5.6, we can see the average scores of pre-test and post-test is 26.962 and 29.615 respectively in experimental class. The difference between the two tests is 2.654. It means that there is a great improvement after using Jigsaw Reading. Therefore, students in experimental class make progress after using Jigsaw Reading. And Jigsaw Reading has a positive effect in English reading ability.
如表5.6所示，我们可以在实验类别中看到测试前和测试后的平均得分分别为26.962和29.615。这两个测试之间的差异为2.654。这意味着在使用拼图读取后，会有很大的改进。因此，实验课的学生在使用拼图阅读后取得了进步。拼图阅读对英语阅读能力具有积极作用。

The author holds the pre-test and post-test in the control class in order to know whether the reading scores change. The specific data are as follows:
作者在对照类中进行了预测试和后测试，以了解阅读分数是否改变。具体数据如下：

Table 4.8 The comparison between pre-test and post-test in control class
表4.8对照类预测试和测试后的比较

As is clearly shown in Table 5.7, the average scores of pre-test and post-test is 27.471 and 27.608 in the control class. The difference is only 0.137, which is not obviously. So, under the traditional teaching mothed, the reading scores of the control class only change slightly.
如表5.7所示，在对照类别中，测试和后测试的平均得分为27.471和27.608。差异仅为0.137，显然不是。因此，在传统的教学中，控制班的阅读分数仅略有变化。

To sum up, the application of Jigsaw Reading can benefit primary students’ English reading ability.
总而言之，拼图阅读的应用可以使小学生的英语阅读能力受益。

4.4 Discussions
4.4讨论

Generally speaking, the results and analysis of the data shows that Jigsaw Reading is an efficient teaching method, which can arouse primary students’ English reading interest, improve English reading ability and improve cooperation ability.
一般而言，数据的结果和分析表明，拼图阅读是一种有效的教学方法，可以引起小学生的英语阅读兴趣，提高英语阅读能力并提高合作能力。

However, to effectively carry out Jigsaw Reading in primary school English reading teaching, teachers should pay attention to the following attentions.
但是，要有效地在小学英语阅读教学中进行拼图阅读，教师应注意以下注意事项。

Task Assignment
任务分配

Reading material is the carrier of reading teaching. Jigsaw Reading is usually suitable for reading text with a parallel structure. For this kind of text, teachers need to divide it into several independent and theme-related reading parts according to the characteristics of the text. For example, in the teaching example of Unit 3, the author divides the text into four parts according to the characteristics of the text about four modes of transportation to school. They are by bike, by school bus, by train and online study. Then, teachers can design tasks that are suitable for students’ learning situation, so that students can enjoy the fun of English reading in various activities. Therefore, the task assignment and design should be reasonable, which provides the basis for English reading teaching.
阅读材料是阅读教学的载体。拼图读数通常适合读取具有并行结构的文本。对于这种文本，教师需要根据文本的特征将其分为几个独立和主题相关的阅读部分。例如，在第3单元的教学示例中，根据文本的特征，作者将文本分为四个部分，涉及四种运输方式。他们是骑自行车，乘坐校车，火车和在线学习。然后，老师可以设计适合学生学习情况的任务，以便学生可以在各种活动中享受英语阅读的乐趣。因此，任务分配和设计应该是合理的，这为英语阅读教学提供了基础。

Grouping
分组

In the Jigsaw Reading, students will be divided into home groups and expert groups. In the process of grouping, teachers should strictly implement the grouping principle of heterogeneity inside the teams and homogeneity outside the teams to ensure the scientificity of grouping. So, teachers must do the two points. One is to ensure that the level of the home group is balanced. It means that teachers should group students according to their gender, performance, personality and other differences, so that they complement each other. Another is to ensure equality among students in groups. Teachers should set up a leadership role within the group. This position is rotated among the students in the group to call on students to participate in the activity in a fair way. At the same time, teachers should emphasize the sense of cooperation in the communication and discussion of students.
在拼图阅读中，学生将分为家庭团体和专家团体。在分组的过程中，教师应严格实施团队内部异质性的分组原则和团队外部的同质性，以确保分组的科学性。因此，老师必须做两点。一种是确保家庭群体的水平保持平衡。这意味着教师应根据他们的性别，表现，个性和其他差异对学生进行分组，以便他们相互补充。另一个是确保小组学生之间的平等。教师应在小组中建立领导角色。该职位在小组的学生之间旋转，呼吁学生以公平的方式参加活动。同时，教师应强调学生的沟通和讨论中的合作感。

Teacher Role and Student Role
教师和学生的角色

Jigsaw Reading is one of cooperative learning methods. Compared with traditional teaching, it emphasizes the main role of students. In the Jigsaw Reading, in addition to the task of the expert group, students have many roles, such as leader, reporter and motivator. Therefore, teachers should realize that students are the main body of language activities, and the teaching should be student-centered. Meanwhile, teachers play the role of instructor, monitor and helpers in Jigsaw Reading. It requires teachers to monitor and observe students in time to maintain classroom order. And teachers give appropriate guidance to help students learn in cooperation, which give full play to the leading role of teachers.
拼图阅读是合作学习方法之一。与传统教学相比，它强调了学生的主要作用。在拼图阅读中，除了专家小组的任务外，学生还具有许多角色，例如领导者，记者和动力。因此，教师应该意识到学生是语言活动的主要身体，应该以学生为中心。同时，老师在拼图阅读中扮演教练，监视器和助手的角色。它要求教师及时监视和观察学生维护课堂订单。教师提供了适当的指导，以帮助学生学习合作，这使教师的主要角色充分发挥了作用。

Evaluation
评估

Teaching evaluation plays an important role in teaching. Jigsaw Reading is a process from self-learning to cooperative learning, which needs a perfect evaluation mechanism. Therefore, teachers can consider the evaluation methods of self-evaluation and group evaluation, including participation, cooperation ability and so on. Taking Unit 3 as an example, after the teacher evaluate home groups’ reports about different modes of transportation to school, it can be evaluated by means of group mutual evaluation. At the same time, after the evaluation of teachers and groups, students should timely reflect and make a summary.
教学评估在教学中起着重要作用。拼图阅读是一个从自学习到合作学习的过程，它需要一种完美的评估机制。因此，教师可以考虑自我评估和小组评估的评估方法，包括参与，合作能力等。以第3单元为例，在教师评估家庭团体有关不同交通方式到学校的报告的报告之后，可以通过小组相互评估对其进行评估。同时，在对教师和群体进行评估之后，学生应及时反思并总结。

To sum up, if teachers want to adopt Jigsaw Reading in primary school English reading teaching, they must pay attention to above points, which can have a positive impact on students’ English reading interest, reading ability and cooperation ability.
总而言之，如果老师想在小学英语阅读教学中采用拼图阅读，他们必须注意上述要点，这可能会对学生的英语阅读兴趣，阅读能力和合作能力产生积极影响。

Chapter 5 Conclusion
第5章结论

This chapter is a conclusion after experiment, including the major findings, implications and limitations and research suggestions.
本章是实验之后的结论，包括主要发现，含义和局限性和研究建议。

5.1 Major Findings
5.1主要发现

Jigsaw Reading plays an active role in this teaching practice. The author makes the following findings. At first, Jigsaw Reading can arouse primary students’ English reading interests. In the process of Jigsaw Reading, the relaxing and pleasant learning atmosphere can make students enjoy and participate in the class, which not only affects the interest, but also deepens the students’ understanding of English reading. What’s more, it can enhance primary students’ cooperation ability. From the data, it can be found that there is a gradual process from cooperation awareness or spirit to ability, which also can stimulate learning motivation. Finally, it can improve primary students’ English reading ability to some extent. Students cooperate to complete the reading task and fully express their own views, which can ensure the quality of reading to a certain extent.
拼图阅读在这种教学实践中起着积极的作用。作者做出以下发现。首先，拼图阅读会引起小学生的英语阅读兴趣。在拼图阅读的过程中，放松而愉快的学习氛围可以使学生享受和参加班级，这不仅会影响兴趣，而且会加深学生对英语阅读的理解。更重要的是，它可以增强小学学生的合作能力。从数据中可以发现，从合作意识或精神到能力都有一个逐步的过程，这也可以刺激学习动机。最后，它可以在某种程度上提高小学生的英语阅读能力。学生合作完成阅读任务并充分表达自己的观点，这可以在一定程度上确保阅读质量。

5.2 Implications

This study proves that Jigsaw Reading has positive effect on primary students. So, it is an effective teaching method, which is worth for English teaching and learning.

For teachers, this study brings both theoretical knowledge and practical significance. Theoretically, it provides teachers with a new teaching theory, which makes teachers keep the lifelong learning and renew themselves. Practically, it offers teachers the direction of teaching practice and exploration. In the practice of Jigsaw Reading teaching, teachers should not only flexibly adopt teaching strategies, but also carry out student-centered class, considering students’ needs and characteristics.

For Jigsaw Reading, although there have been many researches on the application of Jigsaw Reading in English reading teaching abroad and at home, this study is significant to its theory and practice, which can provide research data and reference for further research.

5.3 Limitations and Suggestions

Although this study has made good achievements, it also has many limitations. And the author puts forward corresponding suggestions.

First, the experiment period is short. The author is a student teacher, with only 3 months to do the teaching experiment, so she cannot conduct the further investigation and research. Meanwhile, teachers and students need some time to adjust to the method, which means real teaching time is reduced. Therefore, the author suggests extending the teaching experiment time to ensure the preciseness of the research.

Second, research subjects are limited. The author only selects two parallel classes as experimental subjects, which affects the objectivity and scientificity of the teaching experiment. So, it is recommended to enlarge the experimental subjects, especially the lower grades in primary school.

Finally, this study neglects students’ understanding of reading ability. Reading scores is only one of the manifestations of reading ability. In the study, the author did not deepen students’ understanding of reading ability. Therefore, the author hopes to strengthen students’ understanding of reading ability comprehensively and objectively in the future research.

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Acknowledgments

Writing this part means that my university life is coming to an end. Looking back on these four years, it seems like yesterday. And I have been honored to be a student of the Foreign Language School of Aba Teachers University.

First of all, I would like to express my special gratitude to my thesis supervisor, Associate Professor Pu Hongjuan. During the writing process, she gave me patient guidance and valuable comments and suggestions, especially the overall structure of the paper. I will take her careful guidance and patient correction in heart. In the future, I will keep working hard and go beyond myself.

Secondly, I would like to give thanks to a teacher and students of Chengdu Experimental Primary School West Campus Branch. They were very kind and helpful throughout the data collection process. I am very grateful to my internship guidance teacher, Yin Hong, who shared with me a lot of valuable experience and gave me some advice and support. At the same time, I am also very grateful to the 103 students for their help and support in my internship.

Finally, I want to thank the teachers who have taught me in the School of Foreign Languages. I have learned a wealth of professional knowledge from their wonderful and lively lessons. Under their patient guidance, I have acquired professional skills in English teaching.

Along the way, I also thank my family and friends for their selfless care and love. Thank you all.