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

English reading teaching is the key and difficult point of teaching,and the quality of reading teaching is related to the quality of English teaching.The English Curriculum Standards for Senior High Schools(2017 Edition 2020 Revision)points that “Teachers should take the development of students’ learning ability as an important goal of teaching,and develop students’ ability of independent learning,cooperative learning and inquirybased learning.” At the same time,it also points out that “developing students ability to use learning strategies is an important way to improve students’ learning ability.”However,in the current English reading teaching,senior high school students’ ability to use learning strategies effectively is not too strong.With the continuous progress of English teaching reform,there are many applied researchers on cooperative learning in various aspects.However,there are few applied researchers about the effects of cooperative learning on students’ ability to use learning strategies effectively.Based on social cohesion theory,subjectivity theory,and zone of proximal developmental theory,the author applies the Jigsaw teaching model to senior high school English reading teaching in order to explore the impact of the Jigsaw teaching model on senior high school English reading teaching.This research mainly explores the following two questions:(1)What is the effect of the Jigsaw teaching model on students’ ability to use learning strategies effectively?(2)What is the effect of the Jigsaw teaching model on students’ English reading scores?The author selects the students from two parallel classes in a senior high school in Sheqi County as the research subjects and conducts a four-month teaching experiment.The experimental class adopts the Jigsaw teaching mode for English reading teaching,while the control class adopts the teaching method based on teacher’s explanation.The author collects the experimental data through questionnaires,tests,interviews and conducted statistical analysis of the collected data through SPSS27.0.The results of the experimental data show that:(1)The application of the Jigsaw method to senior high school English reading teaching can effectively improve students’ ability to use learning strategies,mainly in metacognitive strategy ability,cognitive strategy ability,communicative strategy ability,and affective strategy ability.(2)The Jigsaw teaching model can improve students’ English reading scores when applied to senior high school English reading teaching to some extent.Based on the above research results,some teaching enlightenment can be drawn:(1)The teaching should be student-centred,and teachers give timely guidance to students.(2)Teachers can set the time for each part in advance according to the difficulty of the reading material.