Practice And Exploration Of Jigsaw In Biology Teaching In The First Year Of Junior High School

Jigsaw was one of the methods of cooperative learning,which was a student-oriented learning method.Through the cutting and splicing of learning tasks,it can not only reduce students’ learning pressure,improve students’ learning interest and academic achievement,but also establish interdependent interpersonal relationships among students.In order to explore the application effect of Jigsaw in biology teaching of grade one of junior high school,the first grade students of Donge experimental middle school were taken as the research subject,applied the Jigsaw to biology teaching of grade one of junior high school,and analyzed its practice in biology classroom teaching.Jigsaw,Jigsaw Ⅱ,Jigsaw Ⅲ and Jigsaw Ⅳ were used for classroom teaching,and the fifth generation of Jigsaw Ⅴ(JS Ⅴ)was derived from the used Jigsaws during biology teaching,which was more suitable for the more simple learning tasks.The specific steps of JS Ⅴ were as follows:(1)information of general task;(2)formation of the learning group;(3)allocation of the learning tasks;(4)share among family group members;(5)testing in class;(6)improvement and expansion of learning in the class.According to the teaching progress and the requirements of teaching content,the Jigsaw was used in the chapters of the relationship between biology and environment,the composition ecosystem of biology and environment,the structural level of animal body,the structural level of plant body,algae,moss and ferns,plant growth,flowering and fruit,and good teaching results are achieved,and as follows:(1)Jigsaw truly embodied the student-oriented educational concept and highlighted the main position of students.(2)The students’ learning enthusiasm and the sense of participation were improved by the proper allocation of learning tasks and scientific grouping.(3)The teaching progress and quality were also improved by the time control of each step and the maintenance of classroom discipline.(4)For students,the task allocation and the group cooperation not only helped them form the sense of cooperation,but assisted them in improving the ability of communication and enhancing the sense of social responsibility.(5)The students’ academic performance was significantly improved by the higher initiative and the efficiency of students’ learning.In the teaching process of using the Jigsaw,there were some problems that were as follows:(1)A few students did not want to join the learning group;(2)For teachers,sometimes the class time was too limited to carry out the reasonable evaluation of classroom learning fully;(3)Some teachers lacked the concept of cooperative learning;(4)Some teachers were short in controlling the class of cooperative learning.The helpful suggestions for biology teaching were provided according to our experience of Jigsaw.Some suggestions for students were as follows:(1)a harmonious relationship with their peers is needed;(2)it was necessary to improve their internal motivation.While,a few of teaching proposal for teacher were as follows:(1)they should had a profound knowledge foundation;(2)they should pay attention to scientific grouping;(3)it gave students reasonable evaluation;(4)they needed to improve the sense of control of the class and paid more attention to the subjectivity of each student;(5)the learning tasks needed to be divided in a more reasonable degree.But more than that,some advice for school administrative member were as follows:(1)They should to make more efforts in professional training for teachers;(2)They should provide sufficient resources of cooperative learning for teachers.