An Empirical Study Of Jigsaw Method In English Reading Teaching At Senior High School

In recent years,cooperative learning has been introduced into teaching,which has become a popular teaching method,especially combined with junior high school and senior high school English classes.As one of the cooperative learning methods,jigsaw method correspond to the educational concept of "teachers as the leader and students as the center".Moreover,reading plays an essential role in senior high English,which is also one of the most important English skills for teachers and senior high school students.Based on the previous research,the author combines the method of jigsaw with the English reading class in senior high school.This thesis discusses the application of jigsaw method in English reading teaching at senior high school,aiming to investigate the following questions:1.What’s the impact of jigsaw method on students’ initiative in English reading?2.What’s the effect of jigsaw method on students’ English reading achievements at senior high school?In order to answer the above research questions,the author chooses 96 students from two classes in Grade One of No3 High School in Anshan.After the three-month teaching research,the author uses the methods of interview,questionnaire and test-papers with SPSS23.0 to make a comparative analysis of the results of the pretest and the post-test in the experimental class and the control class.Besides,the author makes a analysis of the questionnaire survey and interview record for the improvement of students’ initiative in English reading.Finally,the conclusion is drawn that the application of jigsaw method in English reading class at senior high school can not only improve senior high school students’ English reading achievements and reading performance,cultivate their cooperative abilities and communicative abilities,but also enhance their English reading confidence and participation in English reading class,as well as improving their initiative in English reading.