An Applied Research Of The Anchored Instruction To English Reading Teaching In Senior High School

In 2014,the Ministry of Education has proposed that teaching should take the cultivation of students’ core literacy as the main goal,and English teaching should effectively improve students’ language ability and promote their English subject literacy.In high school English teaching,students’ English reading ability is an important part of students’ language ability.At present,most teachers use the traditional grammar translation method in senior high school English reading classroom,mainly focusing on grammar explanation and text translation.Teachers are the controller of the classroom.This teaching method leads to students’ low interest in learning and poor reading effect.Therefore,teaching English reading efficiently in limited classroom time is a problem that teachers need to think about.To solve this problem,teachers should actively explore teaching methods,use abundant teaching methods and modes to help students stimulate their interest in English reading,enhance their English reading ability,learn to read effectively and improve their English reading scores.The Anchored Instruction is a teaching model based on Constructivism and Situated Cognition theory in teaching.It takes students as the center of classroom,and teachers cultivate students’ abilities of autonomous learning,cooperation and practice through the creation of real situations.In senior high school English reading teaching,teachers try to use this teaching model to change the traditional English reading mode,which is mainly based on vocabulary learning.The teacher throws an appropriate“anchor” to let students solve problems and finally acquire new knowledge in the process of independent and cooperative learning.In order to study the effect of Anchored Instruction applied to high school English reading teaching and its influence on students’ English reading learning,the author selects two classes in the grade one of a T senior high school as the control group and the experimental group for the experiment.The experimental group adopts the Anchored Instruction to teach English reading,and traditional English reading teaching method is adopted in the control class.In this thesis,the traditional English teaching method mainly refers to the simple text reading mainly focusing on grammar teaching and vocabulary learning.In the experiment,the control class adopts this teaching method and chooses the PWP teaching mode.By collecting data from questionnaires,pre-experimental test scores and post-experimental test scores,interviews and other data in the experiment and analyzing and processing them,in conjunction with the theoretical basis related to Anchored Instruction in English reading,two questions were raised in this paper.（1）Can Anchored Instruction Model improve students’ reading interests?（2）Can Anchored Instruction Model help students improve their reading scores?Through the qualitative and quantitative analysis of the reading data,the research results show that: 1.Anchored Instruction can improve high school students’ interest in English reading;2.Anchored Instruction can improve high school students’ English reading scores.Finally,by combining the limitations of the Anchored Instruction teaching process with students’ opinions,the author provided reference for the further application of Anchored Instruction to senior high school English reading teaching.