Teaching Effect Of Jigsaw Reading Training On Inference-Making

Reading ability is required in The English Curriculum Standard of High School(2017 Edition)and it also suggests designing teaching aimed at reading micro-skills to develop students’ reading ability.The standard requires students’ learning ability,and Jigsaw,one of the cooperative learning methods verified by strict experiments,can build the ability.In the high school where the writer teaches,the students still need to improve their correct rate of reading comprehension part in English tests,and they have relatively poor mastery of inference-making of reading micro-skill.In view of these factors,this study designs and applies Jigsaw Reading Training on Inference-Making on the premise of ensuring the normal teaching of textbooks and workbooks to improve the effect of reading training.The concrete implementation steps are as follows:first,explaining the key points of inference-making,including its definition and application strategies;then,doing exercises of inference-making and teaching them by Jigsaw.In order to learn its teaching effect,an empirical study is conducted in two first-year classes in a key high school in North China.On the premise of ensuring the normal teaching of textbooks and workbooks,the students in the experimental class received Jigsaw Reading Training on Inference-Making and the control class took traditional reading training model.The teaching experiment lasted for one semester and the experimental results were obtained by contrasting the scores of the comprehensive reading tests and the response of the study engagement questionnaire taken before and after the experiment respectively.The study reveals that,on the premise of ensuring the normal teaching of textbooks and workbooks,compared with traditional reading training model,Jigsaw Reading Training on Inference-Making can obviously enhance students’ reading scores and improve their learning engagement:in behavior aspect,the teaching model makes students more focused and more hardworking;in emotion respect,it enhances students’ subjective initiative and sense of belonging and identity;in cognition angle,it cultivates students’ meta-cognition,deep level cognition and positive dependency of classmates.However,it’s a little difficult for students to keep up with the progress of learning in the initial phase of the experiment,so teachers should take measures to help students adapt to Jigsaw.