Research On The Application Of Reading Circle Model In High School English Reading Teaching Under The Background Of New Curriculum Standards

The General Senior High School English Curriculum Standards(2017 Edition)clearly states that students’ core literacy in English subject should be developed,which specifically includes language ability,cultural awareness,thinking quality and learning ability.Reading,as one of the language skills,plays an important role in teaching English in high school.However,in today’s English reading teaching,it is still mainly based on the traditional teaching model “teacher speaks,students listen”,ignoring the cultivation of students’ interest in reading and reading ability.“Reading circle” is a student-centered teaching model,in which students complete the learning through role sharing and group cooperation.This study tries to apply it to a high school English reading classroom in order to stimulate students’ interest in English reading and thus improve their reading ability.The author combines the requirements of The General Senior High School English Curriculum Standards(2017 Edition)for language skills in high school English courses.Based on self-directed learning theory,cooperative learning theory,and constructivist theory,the aim is to explore three questions as follows:1.How to apply the “reading circle” teaching model to reading teaching in high school English classrooms?2.How does “reading circle” teaching affect high school students’ interest in English reading?3.What effect does “reading circle” teaching have on high school students’ English reading ability?In this study,two parallel classes with 48 students of a high school in Ganzhou were selected for the study,and a four-month teaching practice was conducted through questionnaires,experiments and interviews.The experimental class adopted the “reading circle” teaching model,while the control class adopted the PWP teaching model.Before the experiment,a reading test was conducted for both classes,and a questionnaire survey was conducted for the students in the experimental class to understand the current English learning situation and reading interest of the students in the experimental class.After the experiment,the reading test was then administered to both classes,and students’ English reading scores before and after the experiment were compared and analyzed.In addition,another questionnaire survey as well as interviews were conducted with students in the experimental classes to obtain changes in students’ interest in English learning.This study used SPSS23.0 to conduct independent sample t-tests and paired sample t-tests on the results of two reading tests to analyze how the “reading circle” teaching model affects high school students’ reading ability,and to quantitatively analyze the information from the data collected from questionnaires to understand the changing status of high school students’ interest in reading.The results of the study show that: first,English teachers high school can apply the “reading circle” teaching model to high school English reading teaching according to the six steps of implementation: selecting reading materials,establishing reading groups,choosing appropriate roles,distributing role logs,organizing class discussions and evaluating;second,the “reading circle” teaching model can improve students’ interest in reading;third,the “reading circle” teaching model can improve students’ reading ability.