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

Standards for English Curriculum in General High School（2017 Edition,Revision 2020）notes that the English curriculum of ordinary high schools advocates English learning activities,independent learning,cooperative learning and inquiry learning methods pointing to the core quality of the discipline.Under the guidance of this concept,how to carry out effective teaching activities in English teaching to cultivate students’ independent learning ability and cooperative learning ability has become the focus.As an important part of language skills,English reading plays a great important part in English learning.However,in the traditional high school English reading teaching,faced with the long and difficult reading passage or article,teachers usually carry out cramming education so as to finish their teaching tasks,in other words,teachers play a leading role,and students complete the corresponding reading tasks as required.Therefore,it gives the students less time to think independently and interact with their partners,few opportunities for cooperative learning and the dull classroom atmosphere.In view of these situations,this paper applies the jigsaw method to English reading class in the senior high school.The problems are as follows:（1）What is the effect of applying the jigsaw method on senior high school students’ learning attitude towards English reading?（2）What is the effect of applying jigsaw method on senior high school students’ English reading achievements?The study invited students from two parallel English classes in the grade 2 of a senior high school in Huizhou.The experimental class and the control class were divided with random.The number of students in the experimental class is 48,and 45 students in the control class.The English reading class in the experimental class adopts the jigsaw teaching method,while the English reading class in the control class adopts the traditional teaching method.This study has been conducted on two classes for two months through test,questionnaire,and interview methods,namely a combination of quantitative and qualitative studies.Finally,the reading scores before and after the experimental class and the control class are analyzed by SPSS 26 software,and the English learning attitude discussed through the questionnaire and interview method.The result and analysis of questionnaires and interviews shows that the jigsaw method improves students’ learning attitude towards English reading through the cooperative communication between the original group and the expert group that could promote the students’ interest in the English reading class.Through the result and analysis of pretest and post-test,the jigsaw teaching method improves English reading achievements of senior high school students.From what has been discussed above,the conclusion can be drawn that it is suitable to apply jigsaw method to English reading teaching.At the same time,in order to make the jigsaw method better serve English teaching,it is suggested that the experiment period should be longer,at least 3 months,the reward mechanism should be added in the experimental class and control class to motivate students,and jigsaw method should combine with technology to keep pace with the times,such as random roll call and projection screen and so on.