Research On The Application Of The Cutting And Splicing Method In The Teaching Of Narrative And Expository Text Reading In High School Englis

Reading is an important part of English teaching in high school.Reading ability also reflects the learning level of English learners to a certain extent.At the same time,the level of reading teaching is also an important embodiment of teachers’ teaching ability.In the background that reading is still important in English teaching,the problems in the process of reading teaching still exist,such as paying more attention to language points and less attention to text,more attention to grammar and less attention to discourse(Deng,2016).To solve the problems in reading teaching and achieve the reading goals in a real sense,it is imperative to reform the reading teaching model and try new reading teaching methods.Therefore,this study adopts the reading teaching mode of the Jigsaw method,applying it to the teaching of narrative and expository reading,mainly exploring the following two questions:(1)Can Jigsaw method improve high school students’ English narrative reading ability and expository reading ability?(2)If yes,what are the specific effects of Jigsaw method on English reading ability?Based on Constructivism Theory and Zone of Proximal Development theory,this study used test method,teaching experiment method and interview method to explore the above questions,collecting data and conducting qualitative and quantitative analysis.96 students from Class 21 and Class 22 of Grade one in a certain senior high school of Zaozhuang city were selected as the research objects.Before the teaching experiment,the reading ability of the experimental class and the control class was pre-tested,and it was found that there was no significant difference in the reading ability of the two classes.During the four-month teaching experiment,teaching progress,teaching duration and teaching content were consistent and the teaching of the two classes were given by the author.The PWP reading teaching method was adopted to the control class,while the Jigsaw method was applied to the experimental class.After the teaching experiment,the reading scores of the experimental class and the control class before and after the teaching experiment were collected,and the differences in reading scores were compared before and after the teaching experiment.Finally,six students from middle,high and low levels in the experimental class were selected and interviewed to further explore the specific effects of the Jigsaw method on students’ reading ability.The findings are as follows :(1)The Jigsaw method can improve narrative and expository reading scores of senior high school students significantly;(2)The Jigsaw method can significantly improve students’ three reading comprehension skills: literal comprehension skills,meaning-guessing skills,main idea comprehension skills,but Jigsaw method has little impact on students’ reasoning skills.