An Empirical Study On Improving Senior High School Students’ Autonomous Learning Ability Of English Reading By Portfolio Evaluation Evaluation

With the deepening of Chinese English education curriculum reform,the English Curriculum Standards for Senior High Schools(2020 Revision)clearly requires teachers to attach importance to the guidance of students’ learning strategies,so as to improve students’ autonomous learning ability.The practice of English reading teaching in today’s era is still deeply influenced by exam-oriented education.Learners are subconsciously used to passive learning mode rather than autonomous learning mode.This thesis,supported by constructivism and humanism theory,attempts to use the language learning portfolio to guide students to pay attention to the autonomous English reading learning ability centered on learning autonomy,and aims to explore whether the portfolio evaluation can effectively improve the autonomous English reading learning ability of senior high schools’ students.In this study,126 students from two classes of senior one in a senior high school in Wuzhou City,Guangxi Zhuang Autonomous Region are taken as research subjects to conduct a reading teaching experiment for 24 weeks.Three hypotheses try to test the methods of experiment and investigation: first,portfolio evaluation can effectively improve the ability of senior high school students to independently make English reading plans;Portfolio evaluation can effectively improve the ability of senior high school students to implement English reading strategies independently.Thirdly,portfolio evaluation can effectively improve the ability of senior high school students to evaluate the learning process of English reading.Based on the data analysis and interviews,the following conclusions are drawn: First,portfolio evaluation can effectively improve the ability of senior high school students to independently make English reading plans.To be specific,portfolio evaluation can guide students to make clear learning objectives,develop reasonable learning plans,adjust goals and plans flexibly,so that students can get a good feeling of independent learning.Second,portfolio evaluation can effectively improve the ability of senior high school students to implement English reading strategies independently.In particular,portfolio evaluation can promote their understanding and effective use of learning strategies,but also effectively play the role of teacher leading and student main body.Thirdly,portfolio evaluation can not effectively improve the ability of senior high school students to evaluate the English reading process independently.This is mainly because the process of autonomous reading evaluation is time-consuming and laborious,and most students lack the habit of evaluation and reflection for a long time,and do not pay attention to the reflection and evaluation of learning results.In conclusion,although portfolio evaluation can not effectively improve senior high school students’ ability to independently evaluate English reading process,in general,portfolio evaluation can effectively improve senior high school students’ ability to independently study English reading.Based on the above research findings,in order to better cultivate senior high school students’ autonomous English reading learning ability,this thesis puts forward three suggestions,hoping to bring some inspiration to high school English teachers in reading teaching.First,teachers should make full use of portfolio evaluation to cultivate the ability of independent reading learning;Second,we should continuously optimize the reading evaluation and reflection,and develop a good reading habit;Third,give full play to the role of students’ subjectivity and teachers’ guidance,improve the ability of independent learning.