An Empirical Study Of English Reading Teaching In Senior High School Based On Blended Teaching Mode

National English Curriculum Standards for General High School(2017)points out that "high school English teaching should make full use of information technology and modern teaching methods",but at the same time,it should be recognized that " the use of information technology can not replace the traditional classroom teaching." In order to meet the development of the times and to meet the new requirements of the curriculum standards,the field of education is constantly updated,and a new teaching mode-blended teaching mode concept is proposed.This mode combines online learning with traditional classroom learning,which brings new ideas to senior high school English teaching.Its main characteristics are online and offline interaction and learning before teaching.Teachers use online classroom to lead students to preview new knowledge before class.Offline classroom is mainly used to solve difficult problems and consolidate them through various teaching activities.After class,students use network resources to independently check and summarize reflection,and at the same time,they cultivate students' ability of independent learning and cooperative learning.Therefore,in the reform of basic education in China,the emergence and use of blended teaching mode will have great practical significance.The purpose of this thesis is to explore the application of blended teaching mode to English reading class,and to explore its specific impact on students' interest in English reading learning and the effect of English reading learning.The specific research questions are as follows: First,compared with the traditional English reading teaching mode,can the blended teaching mode improve senior high school students' interest in English reading? Second,compared with the traditional English reading teaching mode,does the blended teaching mode have a positive impact on the reading learning of senior high school students? If so,in what ways?In this study,the author conducted a four-month teaching experiment with the students of two parallel classes with similar level in grade two of Harbin No.3 middle school.One class was chosen as the experimental class to conduct the English reading teaching guided by the blended teaching mode,and the other class was chosen as thecontrol class,which still adopted the traditional reading teaching mode in the past.At the same time,questionnaire survey,pre-test,post-test and interview were used to collect experimental data with SPSS for statistical analysis.According to the analysis and comparison of the data,the results show that:(1)Compared with the traditional English reading teaching mode,the blended teaching mode can improve the students' English reading interest;(2)Comparing the English reading test scores of the two classes before and after the experiment,it is found that the experimental class is significantly higher than the control class in terms of their test scores.In other words,compared with the traditional English reading teaching mode,the blended teaching mode can improve students' English reading performance.Through the experimental summary and classroom observation,the blended teaching mode has a positive impact on students' autonomous learning ability and cooperative learning ability to a certain extent.Finally,based on this study,the author puts forward some suggestions and prospects for the implementation of the blended teaching mode,hoping to provide some teaching inspiration for future English teachers to adopt this mode and some practical reference for other scholars to continue to study this mode,so that it can become one of the effective modes of English reading teaching as soon as possible.