Research On The Application Of Interactive Teaching Mode In English Reading Teaching To The Senior High School ——A Case Study Of Affiliated Middle School Of Qinghai Normal University

In the backdrop of cultivating students’ core discipline competency,reading,as one of the four basic skills of English teaching,plays a crucial role in the cultivation of English core discipline competency.However,there are still many problems in the current English reading teaching in senior high school: teacher is dominant in the reading teaching,whereas students always have to learn passively;insufficient interaction or a single form of interaction is common in English reading classes under the traditional teaching mode.It further causes a lack of interests and motivations of English reading learning among many senior high school students,and poor teaching effects.Interactive Teaching Mode（ITM）refers to a dynamic,developing,and interactive teaching process,which suggests that students should be the center of the class,in the meantime,the teacher should bring students subjectivity initiative into full play.As a flexible teaching mode in the field of education,interactive teaching has positive influences on teaching processes.In order to examine the validity of ITM in English reading teaching,the author applied ITM to English reading class under the guidance of Constructivism Learning Theory,Cooperative Learning Theory,and Scaffolding Instruction Theory,also,discussed the following three questions:（1）What is the current situation of English reading teaching in senior high school?（2）How can English teachers apply ITM to English reading teaching in senior high school?（3）What’s the effect of applying ITM to English reading teaching in senior high school?107 Grade One students of the Senior High School Affiliated Middle School of Qinghai Normal University joined this research.Class 5 was the experimental class（EC）,who were trained with ITM.Class 9 was the control class（CC）,students in this class were taught with the traditional teaching mode.To have a better insight into the current reading ability,interest,motivation and attitude of senior high school students,the author adopted questionnaires,tests and interviews both before and after the research.Conclusions were drawn after the comparisons and analyses of the collected data by the author: the experimental result shows that ITM has a positive impact on increasing students’ interest,motivation and score in English reading.It is also beneficial to senior high school English reading teaching.This research expands the application of ITM in senior high school English reading classes,and also sheds some lights on exploring and developing effective senior high school English reading teaching.Despite the limitations,such as a small sample and a short duration of experiment,this research still can provide suggestions and help for the refinements of senior high school English teaching methods.