A Study On The Application Of BOPPPS Teaching Mode To English Reading Teaching In Senior High School

English reading is not only the most basic skill in English learning,but also a very important part of English teaching.However,due to the pressure of entering high school and limited classroom teaching time,there are always some drawbacks in high school English reading classes in our country.There is little communication between students and teachers in the classroom,teachers pay too much attention to teaching knowledge,and the teaching mode is traditional,all of which lead to unsatisfactory English reading performance of high school students.The BOPPPS teaching mode is known for its effective teaching structure,which leads students to actively participate in classroom teaching.This teaching mode is widely used in domestic colleges and universities,but there are few studies on the application of BOPPPS teaching mode in high school English reading teaching.Therefore,this study applies the BOPPPS teaching mode to high school English reading teaching,aiming to further explore the effect of BOPPPS teaching mode on high school students’ English reading interest and reading performance.This study aims to answer the following two questions:(1)What impact does the BOPPPS teaching mode have on high school students’ interest in English reading?(2)How effective is the BOPPPS teaching mode in improving students’ English reading scores?This study took 80 students from two parallel classes(40 in the experimental class and 40 in the control class)in the first-year senior high school affiliated to Fuyang Normal University in Fuyang City as the research object.The experimental period is three months.The experimental class uses the BOPPPS teaching mode,and the control class uses the traditional teaching mode.This study used three research methods: test method,questionnaire survey method and interview method.After the experiment,the collected data will be analyzed and described with the help of SPSS 20.0 and Excel.The experimental results are as follows:(1)Most of the students in the experimental class believed that the BOPPPS teaching mode effectively improved their English reading interest and confidence.In addition,more students are willing to actively participate in English reading learning.(2)The use of BOPPPS teaching mode can not only effectively improve students’ English reading scores,but also develop students’ self-efficacy.Based on the above research results,the author puts forward some teaching suggestions on the application of BOPPPS teaching mode in high school English reading teaching,and points out the limitations of this research.In addition,the author also puts forward some suggestions for future research.