An Empirical Study On The Problem Chain Teaching Mode In Senior High School English Reading Teaching

Reading is a vital source to get information and acquire knowledge for people,which has a certain influence on the development of other language skills.The new curriculum standard points out that discourse knowledge plays an important role in the development of comprehensive language skills,which reflects the importance of English reading teaching.However,according to the current situation of reading in China,reading is the weakness of students.Students’interest in English reading is not strong and their thinking quality is not fully developed.In order to solve the existing problems of reading teaching in China,the author proposed to apply the Problem Chain teaching mode to senior high school English reading teaching,and carried out an empirical study in Tongze Senior High School of Haicheng,Anshan from 3^rdSeptember,2020 to 31^stDecember 2020.90 students from two classes in Grade 2 were selected as the experimental objects.Among them,45 students in the experimental class（EC）received the Problem Chain teaching mode,and 45 students in the control class（CC）received the traditional teaching method.Before the experiment,the researcher selected the scores of the reading part of the final English examination paper of two classes in the last semester as the pre-test scores,did pre-questionnaire on students’interest in English reading,pre-questionnaire on students’thinking quality to ensure the same level of all students of two classes.During the experiment,the teacher and teaching materials of the experimental class and the control class were the same,and the two classes kept the same teaching progress.After the experiment,the researcher selected the scores of the reading part of the final English examination paper of the two classes in this semester as the post-test scores,did post-questionnaire on students’interest in English reading,post-questionnaire on students’thinking quality in EC and CC to test whether there were significant differences on students’English reading interest,thinking quality and reading achievement.In order to test the effectiveness of the Problem Chain teaching mode in senior high school English reading teaching,the author put forward three research questions:Question 1:To what extent does Problem Chain teaching mode affect senior high school students’English reading interest?Question 2:To what extent does Problem Chain teaching mode affect senior high school students’thinking quality in English reading?Question 3:To what extent does Problem Chain teaching mode affect senior high school students’English reading achievement?The research tools of this experiment include test,questionnaire and interview.All the data are collected by the researcher and then analyzed by SPSS 19.0.The results show that the Problem Chain teaching mode is a very effective teaching mode compared with the traditional reading teaching mode.Through the display of the Problem Chain before class,students’reading enthusiasm was improved,and their interest was further improved.Furthermore,students developed their own thinking quality in English reading to a certain extent by solving the problems in the Problem Chain one by one.Finally,under the guidance of this teaching mode,students’reading performance has also been improved.