拼圖法第二代應用在「劉姥姥進大觀園」之實驗研究

Experimental Study by Using Jigsaw II in Teaching 'Granny Liu in the Grand View Garden'

小說理論的用途常以分析文本，及創作教學時的依據，而合作學習理論的相關研究則多如茂林，然而融入小說教學研究者則付之闕如，尤其是古典小說的合作學習策略教學更是寥寥可數，有鑑於此，研究者欲以此結果作為研究的目標，是以〈劉姥姥進大觀園〉一課文作為基礎，將拼圖法第二代的合作學習策略融入古典小說教學，以三個班級共108位高二學生做為樣本，進行不同教學法之實驗研究，所得到的結果顯示加入拼圖法第二代（專家小組討論）學習策略對於C班學生的學習成效最有助益，一般師生共同討論的B班則次之，且也能有大幅進步；A班接受普通教學法，結果僅能使學生在自我成長上有明顯進步，但仍與B、C兩班呈現顯著的差異。

The theory of novels is often used in text analysis and as a foundation for creating instruction. Studies using the Cooperative Learning approach are extensive, but research about teaching novels, especially application in classical novel instruction is lacking. Using 'Granny Liu in the Grand View Garden,' a chapter in the novel Dream of the Red Chamber and cooperative learning strategy as the experimental variable, researchers conducted a study with 108 high-school, grade 2 students in three classes; A, B, and C. Three different types of instruction were used in the experiment. Upon conclusion, assessments showed that using Jigsaw II in Class C resulted in the most useful method for learning. Using a discussion format for teaching in Class B yielded the second most useful learning style. Class A received the standard or ordinary instruction which demonstrated personal growth, but not academic growth comparable to Groups C and B.