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

Reading always takes an important role in the college entrance examination.As the New Curriculum Standards(2020)is promulgated,developing students’ core literacy in English reading has become a focus of attention.However,The existing teaching methods for teaching English reading are too homogeneous,which affect students’ reading level and attitude towards English reading learning.The teacher concentrates too much on vocabularies and grammar,who neglects the cultivation of students’ core qualities.The Jigsaw method is a cooperative teaching mode which is emerged in recent years.It puts the student truly at the centre of the class,and it can fully mobilize students’ learning enthusiasm and allow students to complete teaching tasks in cooperative learning.Based on the theories of constructivism,zone of proximal development and cooperative learning,this thesis applies the teaching mode of Jigsaw IV improved by Dr.Holliday in English reading teaching in senior high school and tries to answer the following questions:1.What is the impact of the Jigsaw method on the reading scores of the second-year students in senior high school?2.Which type of English reading questions is affected more significantly by Jigsaw method?3.What is the impact of Jigsaw method on English learning attitude of grade two students in senior high school?This study uses experimental method and questionnaire as survey methods.Two parallel classes are selected randomly in the second grade from a senior high school in Yining.The teaching experiment lasts 12 weeks.This study collects the reading scores of the two classes before and after the experiment and the results of the questionnaire before and after the experiment.The data collected is analyzed by SPSS20.0.The conclusions are as follows:(1)Jigsaw method can improve the reading scores of the second grade students in senior high school significantly.(2)The students’ reading scores in the experimental class did not change significantly in the main idea question and guess meaning question,while their scores in the detailed understanding and reasoning judgment were significantly improved.(3)The students in the experimental class have a more positive change in their attitude towards English reading learning.Before the experiment,there was no significant difference in the cognitive level,emotional level and behavioral level between the two classes.After the experiment,there were significant differences in the cognitive level,emotional level and behavioral level in the experimental class.But there is no significant difference in these three dimensions in the control class.The above research results show that there is a positive impact on the second year students’ reading level and attitude towards English learning after applying the Jigsaw method to English reading in senior high school.This study puts forward the following suggestions on Jigsaw method and English reading teaching: Teachers should make changes to the teaching methods and accept new teaching methods in English teaching.Teachers can apply the Jigsaw method to the reading classroom to help students improve their English reading scores and change their attitude towards English learning.When teachers apply the Jigsaw method to reading teaching,the task design can fit the four types of reading comprehension questions of the college entrance examination reading test.