A Study On The Experimental Of Jigsaw Method In English Reading Classrooms Of A Senior High School

As one of the most commonly used cooperative teaching method,jigsaw method is a method of cooperative learning in the form of puzzles,teachers divide the passage into several parts and assign the passage fragments to students for reading(Wang Jingya,Guo Hongyan,2022).English Curriculum Standards for Senior High Schools(2020 edition)puts forward that English teaching aiming at the development of students’ subject core literacy should be guided by thematic meaning,create comprehensive,relevant and practical English learning activities,guide students to adopt independent and cooperative learning methods,and participate in thematic meaning inquiry activities.In English reading teaching,through the creation of reading activities,the jigsaw method enables students to complete reading in a cooperative form and enable students to actively participate in classroom inquiry activities in the discussion of cooperative reading,so as to complete reading tasks.In this study,the use of the jigsaw method in English reading instruction for senior high school students was investigated.Drawing from constructivist learning theory and cooperative learning theory,this study mainly discusses two questions: 1.What are the effects of the jigsaw method on senior high school students’ English reading achievements? 2.What are the effects of the jigsaw method on students’ English reading attitude? For this study,the experimental method was utilized.The research subjects consisted of 80 students from Yining City who were in their Senior Grade Two level,with 40 students forming the experimental class and the remaining 40 forming the control class.The experimental class adopted the jigsaw method for English reading teaching,while the control class adopted the bottom-up teaching model for reading teaching.After the experiment,the data are analyzed by SPSS25.0.The results showed that the jigsaw method can improve students’ reading performance and students’ attitude towards English reading.The experimental class exhibited a significant improvement in their English reading scores as compared to the control class.The average score of the post-test for the experimental class increased by 4.95 points from the pre-test,while the control class’ s average score only increased by 0.25 points.Students’ attitude towards English reading includes cognitive dimension,affectional dimension and behavioral orientation dimension.In terms of cognition,students have a clearer understanding of the purpose and significance of English reading and students no longer read only because of their achievements,they also enrich their knowledge and relax in reading;In terms of affection,the jigsaw method helps to increase students’ fondness for English reading materials and reduce students’ aversion to English reading;In terms of behavioral orientation,students can actively read English materials,and students are curious about English reading materials and have strong learning enthusiasm.Therefore,this study hopes to provide the following teaching implications for teachers who use jigsaw method in English reading teaching.First of all,in order to carry out English reading teaching activities smoothly,teachers should understand the basic steps of jigsaw method.Secondly,in the process of group task execution,teachers should actively guide the execution of tasks and learn to control classroom discipline.Finally,in the group discussion,teachers should always pay attention to the progress of each group and provide guidance to the groups in need.