The Application Of An Anchored Teaching Model In Senior High School English Reading Class

Reading plays a key and decisive role in language learning.At the same time,as an information input link,it is also an effective way and means for people to acquire information,increase knowledge and improve their own quality.In the conventional reading teaching model(such as the SQ3 R reading teaching model: Survey,Question,Read,Recite,Review),teachers emphasize the one-way input of language knowledge and ignore the cultivation of learners’ initiative,critical thinking and collaborative learning ability.Therefore,in order to enhance the current situation of English reading classroom teaching and improve learners’ reading comprehension ability,this study applies the anchored instruction teaching method to senior high school English reading teaching as well as investigates its impact on senior high school English learners’ reading comprehension ability and attitude.It provides a new idea and method for senior high school English teachers in the process of teaching reading.Based on constructivism theory,situational cognition theory and zone of proximal development theory,this research selects 80 freshmen from Y middle school in Xinjiang Production and Construction Crops Fourth Division as research participants,including 41 students in the experimental class and 39 students in the comparison class.This research uses educational experiment method,testing method,questionnaire survey and semi-structured interview to explore the effectiveness of the anchored instruction teaching method in English reading teaching in senior high school,in order to verify that the implementation of this model has an impact on learners’ reading comprehension ability and reading attitude.This study focuses on the following two research questions:(1)What effect does the anchored instruction teaching model have on the English reading comprehension ability of the subjects? This question contains four sub-questions: How does the anchored teaching model affect the participants’ ability of understanding details,generalizing the main idea,semantic judgment and inference,and lexical inference?(2)What impact does the anchored instruction teaching model have on the subjects’ reading learning attitudes?Based on the three months’ teaching experiment,the research found that: firstly,in terms of reading comprehension,the application of the anchored instruction teaching model in high school English reading teaching had a positive impact on the subjects.From the difference between groups,there is no significant difference in the pre-test reading scores between the experimental class and the comparison class,while the post-test reading scores of the experimental class are significantly higher than the comparison class’;in terms of intra group difference,the post-test reading scores of the experimental class were significantly higher than the pre-test reading scores,while there was no significant difference in the pre-test and post-test scores of the comparison class.Second,in the aspect of reading attitudes,the implementation of the anchored instruction teaching model had a positive impact on the subjects.In terms of differences between groups,the reading behavior,cognition and emotion of the experimental class were basically the same as those of the control class in the pre-test,while the reading behavior,cognition and emotion of the experimental class were higher than those of the control class in the post-test;in terms of intra group differences,the post-test reading behavior,cognition and emotion in the experimental class were higher than those in the pre-test,there were significant differences between the pre-test and post-test,while there was no significant difference in the three aspects of the comparison class’ reading attitude in the pre-test and post-test.The researcher draws three implications from this research for the current high school English reading teaching and teachers literacy: first of all,teachers should adhere to the learner centered teaching concept,pay attention to the dominant position of students and enhance their capabilities;Second,teachers should constantly enrich the breadth and depth of theoretical knowledge;Third,teachers should improve the information technology ability and the level of modern teaching technology.