A Study On English Reading Teaching Design Based On English Subject Core Competencies In Senior High School

The English Curriculum Standard for General Senior High Schools(2017 edition)puts forward that the specific goal of English curriculum for senior high schools is to cultivate and develop students’ English subject core competencies,which include four competencies: language competence,cultural awareness,thinking quality and learning ability.They are indispensable qualities and key abilities to meet the needs of individual life-long development and social development.Therefore,cultivating students’ English subject core competencies is the core of English curriculum implementation in senior high schools.Reading is an essential way for language learners to acquire knowledge and English reading is an important part of high school English learning.Therefore,English reading is an important way to develop and cultivate students’ English subject core competencies.The English reading teaching design of high school is the premise of implementing English reading teaching.It is also a guide to teachers’ reading teaching.It embodies teachers’ views on reading teaching,and it is also a reflection of teachers’ reading teaching objectives,teaching contents,teaching methods,teaching process and teaching evaluation.Under the background of English subject core competencies,all aspects of English reading teaching designs in senior high school should embody English subject core competencies,which facilitates cultivating students’ language competence,cultural awareness,thinking quality and learning ability in reading teaching.This study aims to know the current situation of English reading classroom designs in senior high schools,and then to find out the existing problems and analyze the causes of these problems.Finally,the author puts forward some suggestions on English reading teaching design in senior high schools based on English subject core competencies.This study takes the English teachers of two senior high schools in Chengdu as research objects.Through questionnaire survey,case study and interview,this paper studies and discusses these problems from the perspective of English subject core competencies.This study is based on the theories of Humanism,Comprehensive Development of Human beings and Constructivism.Through this study,the author finds the problems of the reading teaching designs as follows: First,the analysis of students is inadequate and the students’ subject status is ignored in reading teaching design.Second,the analysis of teaching contents is inadequate and there is no in-depth excavation of text and realization of in-depth learning.Third,the language knowledge is over-emphasized and the cultivation of pragmatic competence is ignored in reading teaching designs.Fourth,the cultivation of cultural awareness in reading teaching designs still stands in the superficial stage of explaining cultural knowledge,ignoring the internalization of cultural awareness from the perspective of cognition.Fifth,in the design of reading teaching,the cultivation of students’ thinking profundity,criticism and creativity is still insufficient.Sixth,the subject and mode of evaluation are single in the design of reading teaching,which is divorced from the evaluation of English activity process and the evaluation criteria are unreasonable.Based on a comprehensive analysis of questionnaires,case studies and interviews,the author summarizes the causes for the problems above: First,teachers’ teaching concepts are deeply influenced by exam-oriented education.Second,teachers’ awareness of further learning is generally weak,and the corresponding knowledge and competence are not very profound.Third,the training corresponded with knowledge and competence is insufficient.Fourth,teachers’ teaching concepts are still relatively traditional and lack of creativity.Fifth,the heavy task of teaching and the pressure of students’ further education make it harder for teachers to comprehensively and systematically design reading teaching based English subject core competencies.The author gives some suggestions on the design of reading teaching in senior high school based on English subject core competencies: First,teachers should constantly learn English subject core competencies,optimize the teaching concept of reading,and improve the ability of reading teaching design.Second,students should be comprehensively analyzed in reading teaching design,embodying the students-oriented design concept.Third,teachers should analyze the text in depth,explore the connotation of the text,and grasp the important teaching content in the teaching of reading design.Fourth,the teaching objectives of the reading teaching design should synthetically take into account students’ language competence,cultural awareness,thinking quality and learning ability.Fifth,the design of reading teaching process should be based on the concept of English learning activities,and the reading teaching activities are designed to implement the goals of the core competencies.Sixth,the evaluation should be scientific,reasonable and diverse in reading teaching design and further promotes students’ development of English subject core competencies.Therefore,the author hopes that this study can provide some enlightening suggestions for senior high school English teachers on the design of reading teaching based on English subject core competencies,which help teachers comprehensively and systematically cultivate students’ language competence,cultural awareness,thinking quality and learning competence in reading teaching and further realize the educational value of English subject.