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本文在介绍Jigsaw的有关信息的基础上，结合作者自己编写的Jigsaw来看它在任务型教学中的应用及与任务型教学的关系。 相似文献
2.
Experience of cooperative learning in engineering 总被引：1，自引：1，他引：0
Rocio Maceiras Angeles Cancela Santiago Urréjola Angel Sánchez 《European Journal of Engineering Education》2011,36(1):13-19
The objective of this work is to share the authors’ experience towards a different mode of teaching/learning method. Cooperative learning (Jigsaw) was employed on the University of Vigo's fourth-year engineering students. The results of the experience show that cooperative learning is quite a viable alternative to the classical way of lecturing at the university when the number of students is not too high. The authors’ observation indicates that students did not show a lot of interest towards the new learning style but their resistance changed once they began the activity. The Jigsaw method has proved to be a useful tool for improving the learning process so that students have the opportunity to participate actively in the learning activities. 相似文献
3.
Teaching Chemical Equilibrium with the Jigsaw Technique 总被引：2，自引：0，他引：2
Kemal Doymus 《Research in Science Education》2008,38(2):249-260
This study investigates the effect of cooperative learning (jigsaw) versus individual learning methods on students’ understanding
of chemical equilibrium in a first-year general chemistry course. This study was carried out in two different classes in the
department of primary science education during the 2005–2006 academic year. One of the classes was randomly assigned as the
non-jigsaw group (control) and other as the jigsaw group (cooperative). Students participating in the jigsaw group were divided
into four “home groups” since the topic chemical equilibrium is divided into four subtopics (Modules A, B, C and D). Each
of these home groups contained four students. The groups were as follows: (1) Home Group A (HGA), representing the equilibrium state and quantitative aspects of equilibrium (Module A), (2) Home Group B (HGB), representing the equilibrium
constant and relationships involving equilibrium constants (Module B), (3) Home Group C (HGC), representing Altering Equilibrium
Conditions: Le Chatelier’s principle (Module C), and (4) Home Group D (HGD), representing calculations with equilibrium constants
(Module D). The home groups then broke apart, like pieces of a jigsaw puzzle, and the students moved into jigsaw groups consisting
of members from the other home groups who were assigned the same portion of the material. The jigsaw groups were then in charge
of teaching their specific subtopic to the rest of the students in their learning group. The main data collection tool was
a Chemical Equilibrium Achievement Test (CEAT), which was applied to both the jigsaw and non-jigsaw groups The results indicated
that the jigsaw group was more successful than the non-jigsaw group (individual learning method). 相似文献
4.
Jigsaw是W3C论坛的一个用Java语言实现的增强型Web服务器平台。它提供了HTTP方式的Proxy服务。通过对Jigsaw资源的配置不仅可以让Jigsaw成为一个代理服务器，而且还可以使代理服务器通过用户添加的动态扩展模块来实现附加功能。利用Jigsaw，将用户定义的Filter资源绑定在Frame上，在不改变原网页的结构的情况下，实现加载网页的功能，使得Jigsaw的适应范围更广，也更灵活。 相似文献
5.
汤丽拿 《黑龙江教育学院学报》2012,(8):168-169,181
在高职院校商务英语写作教学中运用互补式教学模式,能有效地避免学生个体写作过程的低效现象,促进学生与学生、学生与材料之间的多维互动,整合小组合作的资源及信息差,提高学生的合作意识和分析组织能力,激发学生对商务写作课的兴趣和积极性。 相似文献
6.
文章针对学生学习C语言程序设计面临的问题,通过分析用C语言编写“拼图”游戏的过程,介绍了相关的学习方法、程序设计技巧等,以此提高学生对C语言的学习兴趣,促进进一步的学习;同时还介绍了如何灵活适用C语言的二维数组、函数、图形界面编程、动态按钮的实现等。 相似文献
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外语焦虑是独立学院学生的一个较为普遍的现象．已经影响了学生对英语学习的兴趣及信心。学生的学习水平和学习目标．教师的授课方式及评价方式都是产生外语焦虑的重要因素。JjgSaw模式作为一种合作学习的策略．在缓解外语焦虑方面可以起到积极作用,能激发学习兴趣．增强信心．改进英语学习效果。 相似文献
9.
谭清 《南昌教育学院学报》2011,26(6):172-173
Jigsaw模式是合作学习的一种有效方法,不仅能有效的促进学生学习方式的转变,提高学生的学习效率,更有助于培养学生分工合作、协调沟通等能力。本文用实例说明Jigsaw模式在餐饮英语教学中的操作及教学效果,阐述了Jigsaw模式应用于餐饮英语教学的可行性。 相似文献
10.
马鹰 《山西大学师范学院学报》2008,(3):166-169
以艾宾浩斯的遗忘曲线为基本框架,通过拼图性学习和常规性学习两种不同学习生字方法的实验比较,对儿童识字的一般性规律进行研究。得到结论：拼图性识字在记忆的保持上优于常规性识字;拼图性识字在学习有笔画难度的字上优于常规性识字;拼图性识字同样符合艾宾浩斯的遗忘曲线规律。拼图性识字教学符合儿童以动作思维为主的认识特点,符合儿童心理的年龄特征,能提高对字形记忆的效果,让儿童可以有效、有趣、自主进行早期识字学习。 相似文献