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

Reading is one of the main input methods for language learning and plays an important role in the learning of English skills.For English teaching in high school,reading has always been a key and difficult part.Cooperative group learning is a breakthrough change.Under the model,students can actively participate in the classroom,learn cooperatively in the process of helping each other,thus improving their reading ability.Cooperative learning also helps to reduce students’ anxiety,in which the Jigsaw method is proven to be applicable to English reading teaching.Since the Jigsaw model was proposed in 1978,rich research applications have been launched at home and abroad,and it has developed to the fourth generation.This study applied the Jigsaw Ⅳ teaching method to a high school English reading classroom based on constructivism theory,zone of proximal development and social interdependence theory.118 students from two key classes in the sophomore year of a senior high school in Laibin,Guangxi were selected as the subjects of the study.The study used tests,questionnaires and interviews to conduct an application research.The reading tests were used to investigate the effect of the Jigsaw Ⅳ method on reading scores;the questionnaires were given to investigate the effect of the model on students’ English reading anxiety;and interviews were conducted to find out students’ real feelings about the method.The research lasted for one semester and the specific questions are as follows:(1)What is the effect of the Jigsaw Ⅳ teaching method on improving high school students’ English reading achievements?(2)What is the effect of the Jigsaw Ⅳ teaching method on the improvement of students’ reading achievements at different score levels?(3)What is the effect of the Jigsaw Ⅳ teaching method on reducing high school students’ English learning anxiety?The data were subjected with the help of SPSS 24.After the experiment,the following conclusions were drawn: First,the reading scores of the students in the experimental class were significantly improved under the teaching model.Second,students in the middle and low score segments of the experimental class showed remarkable improvement in reading achievement under the Jigsaw Ⅳ method.Third,Jigsaw Ⅳ method could reduce students’ reading anxiety.Applying Jigsaw Ⅳ method to the English reading classes,the conclusions offer some insight into high school English reading instruction.However,limited by the number of subjects and the length of the research,this study is inevitably exposed to inaccuracy,and more in-depth exploration of the teaching method is needed by the majority of researchers.