An Empirical Study On The Application Of Production-Oriented Approach In Senior High School English Teaching

Traditional teaching method of English reading takes “reading” as the purpose,hoping to promote output through a large amount of input.However,the teaching efficiency of this model is low,students cannot master and accumulate effective reading strategies so that their progress in reading performance is slow.In recent years,in the new wave of basic education reform,teachers follow the concept of“student-centered” and aim to train students to produce a large number of production.However,this pattern appears the phenomenon of “separation of learning from application”.It is an urgent problem for scholars to grasp the new curriculum concept and explore new teaching methods.Based on the current situation of local teaching in China,Wen Qiufang,has been constantly exploring the input theory and output theory.In 2015,she constructed a theoretical system of Production-oriented Approach(POA).However,the current research on Production-oriented Approach mainly focuses on college English teaching or writing teaching,and few of them have been applied to high school English reading.Based on the current situation,this study applies the Production-oriented Approach to senior high school English reading teaching to explore a new model of it.The purpose of this study is to explore the influence of Production-oriented Approach on students’ reading strategies,reading characters and reading ability,and to promote the development of Production-oriented Approach.This study mainly discusses the following three questions:1.What are the effects of the Production-oriented Approach on students’ reading strategies in senior high school?2.What are the effects of the Production-oriented Approach on students’ reading characters(reading habits,reading interest,reading attitude,self-evaluation)in senior high school?3.What are the effects of the Production-oriented Approach on students’ reading ability in senior high school?This study lasted for four months,and the experimental subjects were two parallel classes in grade one of a senior high school in Dongying,with 50 subjects in each class.In the experimental class,the teaching process of Production-oriented Approach is adopted:motivating,enabling and assessing,and in the control class,the reading class still adopts the traditional English reading teaching model: pre-reading,while-reading and post-reading.In this study,quantitative research and qualitative research were combined.Three research instruments were used: questionnaire,test and interview.SPSS 22.0 was used for data analysis.Through the analysis of the collected data and interview records,the following conclusions can be drawn:1.Under the teaching of “Production-oriented Approach”,students can select useful parts from the input materials for deep processing,practice and memory.“Selective learning” can not only draw students’ attention,but also clarify the types and tasks of output,so as to cultivate students’ English reading strategies.2.After receiving the “Production-oriented Approach”,students’ English reading character(total scale and all dimensions)is significantly higher than that before the experiment,which indicates that “Production-oriented Approach” has a positive role in promoting the cultivation of students’ English reading character.3.Under the teaching of “Production-oriented Approach”,students can master correct reading strategies,cultivate good reading habits,maintain positive reading interest,have reading attitude and learn to self-evaluate,and finally improve students’ English reading ability.Based on the analysis of the research results,the author puts forward several suggestions for front-line teachers in the process of implementing the Production-oriented Approach in reading.Firstly,teachers should thoroughly study the links of the Production-oriented Approach and design a coherent and coordinated teaching design.Secondly,teachers should combine information technology with the Production-oriented Approach.Thirdly,teachers must pay more attention to reading output,so that students can truly apply what they have learned.It is hoped that this study can provide effective reference for the future research of the Production-oriented Approach and senior high school English teachers when they choose the teaching model of reading class.It is hoped that this study will enable more scholars to understand the value of the Production-oriented Approach,and the importance of the Production-oriented Approach in teaching can be explored and applied to a larger field,so as to promote the application and development of the Production-oriented Approach.