A Study On The Application Of Jigsaw Teaching Method To English Reading Teaching In Senior High School

English reading comprehension accounts for about 40%of National Matriculation English Test.The significance of English reading comprehension is obvious.However,because teachers attach more importance to explaining language knowledge and key points and take no count of the development of students’ language ability in senior high school English classroom,students’ independent consciousness and motivation in learning English are reduced.At the same time,students will have different degrees of learning anxiety in order to get high marks.The application of Jigsaw Teaching Method in senior high school can improve the current situation of senior high school English reading teaching and provide a new perspective for English teachers in English reading teaching.Jigsaw Teaching Method separates a complete learning content into several learning parts.According to the students’ learning situation and language expression ability,the teacher divides the class into new groups.Each group completes the learning task assigned by a teacher.When the group members complete the learning task,they return to the original group.Such a learning method is helpful for students to communicate learning experience and strengthen students’ sense of cooperation.Each student can also master the whole learning content.Jigsaw Teaching Method can also integrate the differences of individual cognitive ability,information difference and reasoning difference of different students,give full play to students’initiative and enthusiasm,and strengthen a sense of cooperative spirit,so as to better help students obtain the information of articles.According to analysis and summary of the existing research,the author conducts a sixteen-week teaching experiment in XX middle school in Tumushuke,in order to study the impact of Jigsaw Teaching Method on senior high school students’ English reading anxiety and reading scores.In order to achieve the purpose of the study,96 students from two parallel classes in Grade One of XX middle school in Tumushuke,Xinjiang Uygur Autonomous Region were selected by the author as the research subjects.48 students were in the experimental class.48 students in the experimental class were used Jigsaw Teaching Method for English reading teaching.And 48 students were used traditional teaching method for English reading teaching.Based on Constructivism Theory,Cooperative Learning Theory and Zone of Proximal Development Theory,this research attempts to answer the following two research questions by using the methods of experiment,test,questionnaire and interview:（1）Can Jigsaw Teaching Method alleviate senior high school students’ English reading anxiety?（2）Can Jigsaw Teaching Method improve senior high school students’ English reading scores?The experimental results show that the application of Jigsaw Teaching Method in senior high school alleviates students’ reading anxiety,and students’ English reading scores have been significantly improved.In senior high school English reading teaching,the application of Jigsaw Teaching Method can guide students to correctly view the examination,actively learn English,stimulate their interest in learning,and provide some references and it can also enlighten senior high school English teachers in English reading teaching.