A Study On The Application Of K-W-L Strategy Combining With QAR Strategy In Senior High School English Reading Teaching

New English Curriculum Standard(NECS 2017),the standard of measuring the effectiveness of English learning,emphasizes that learning English in an active attitude is an essential process for students in English reading learning.Moreover,it is elucidated in some studies that autonomous questioning capability is in direct connection with student’s reading ability during the learning process.However,the drawback of traditional English reading instruction lies in ignoring the cultivation of student’s independent learning capacity and autonomous questioning ability.Therefore,based on the theoretical basis of Metacognition,Schema theory and Constructivism learning theory,this thesis attempts to explore the following two questions from a brand new perspective by applying the K-W-L(Know-Want-Learn)teaching strategy combining with QAR(Question-and-Answer Relationship)instructional strategy.(1)What are the effects on students’ reading abilities after the application of K-W-L strategy combining with QAR strategy?(2)What are the changes of students’ attitudes towards English reading after the application of K-W-L strategy combining with QAR strategy?Therefore,two parallel classes with the same level of Senior High School were selected to be the Experimental Class applied with the combination of K-W-L and QAR strategies,and the Control Class adopted by the traditional instructional method during the three month experiment.The research methods include Testing,Questionnaire and Interview,in which relevant requirements of NECS(2017)were incorporated into the test questions,aiming to verify whether the students’ reading proficiency achieved the requirements of NECS through the help of K-W-L and QAR strategies,and the test results were analyzed by SPSS 21.0.The results of the questionnaire and interview were analyzed by Percentage Analysis and Generic Category Analysis respectively to understand the changes of students’ attitudes towards English reading before and after the experiment.Through the analysis of results,the conclusions are demystified as follows.(1)Senior high school students’ reading proficiencies received a significant boost with the application of K-W-L and QAR strategies,which proves that their reading abilities are reaching the four-dimension-ability requirements of NECS(2017)gradually.K-W-L and QAR strategies have laid a solid foundation for students’ language abilities,promoted their correct value orientation of cultural consciousness,developed their thinking qualities,and inspired their autonomous learning abilities.(2)Students’ reading attitudes were driven by negative and bad reading habits and external motivations before the experiment,but with the guidance of K-W-L and QAR strategies,their previous attitudes were transformed into the positive and terrific reading habits and internal motivations gradually.Meanwhile,their interests and desires in English reading were stimulated greatly,their reading obstacles had been overcome eventually,and they were changed from the passive reading receivers to the active reading absorbers gradually.As a conclusion,the combination of K-W-L and QAR reading teaching strategies promotes students’ raising question abilities and reading abilities autonomously,and cultivates their thinking and solving problem abilities actively.The instructional inspirations demystify that the K-W-L and QAR strategies have their own merits and drawbacks respectively,in which K-W-L broadens students’ reading imagination space,while QAR gives the systematic and logical direction to students’ imagination.Therefore,only by integrating the two reading teaching strategies organically,can the students achieve better reading proficiencies.