An Experimental Study Of English Whole Book Reading Teaching In Senior High School

In order to improve students’ comprehensive language-using ability,it is not enough to rely on textbooks as educational resources.Compared with scattered textbooks,the whole English book reading is much longer and richer in content,which can fully mobilize students’ enthusiasm for learning.The English Curriculum Standards for Ordinary High School Students clearly stipulates the amount of English reading in high school.The weekly extra-curricular reading amount in the compulsory period is not less than 1,500 words,and the total amount is not less than 45,000 words.The promulgation and implementation of the new curriculum standards set higher requirements for students’ reading quantity and ability.The new curriculum standard clearly points out that in the elective course stage,it is necessary to guide students to more deeply appreciate the charm of language and cultural connotation through further reading,so as to fully implement the requirements of core English literacy.In addition,the implementation of the new question types in the college entrance examination has also increased the difficulty of English examinees and brought new challenges to both students and teachers.In contrast,there is still a certain gap between students’ reading and writing ability from the new curriculum standards and the requirements of the college entrance examination.The reading textbooks and reading exercises specially written for high school students are all short stories or excerpts.English reading training has always been fragmented and scattered,which to a certain extent limits the development of students’ reading competence.However,the implementation of English whole book reading courses can improve the problems of lacking integrity of reading tasks,and simple designs.The development of reading the whole book can not only increase the amount of reading,but also help students develop good reading habits,cultivate reading literacy,and further the all-round development of their English learning capability.The aim of this research is to improve students’ reading ability,promote students’ writing ability,and ultimately advance students’ comprehensive English scores by implementing English whole-book reading teaching practice for high school students.It not only meets the development needs of the college entrance examination,but also meets the training requirements of the new curriculum standards.First of all,this research will investigate and analyze the current situation of high school students’ English whole book reading,revealing the existing problems,and laying a practical foundation for this research.Secondly,the scaffolding teaching theory is systematically applied to the teaching activities of English whole book reading.Finally,this study discusses the results and effectiveness of high school English whole-book reading teaching practice,so as to give some suggestions to continuously improve the whole-book reading teaching system.The research questions of this study mainly include three aspects:1.Is the implementation of reading the English whole book more conducive to the advancement of students’ reading and writing ability?2.Is it more able to improve students’ autonomy in English learning?3.Can the whole book reading teaching more stimulate students’ interest,and then better help teachers to improve students’ English academic performance?The teaching objects of this study are 99 students in Class 354 and Class 355 of grade one in Changde No.2 Middle School in Changde,Hunan.Due to the school’s stratified class model,there is no difference in the overall grades of the two classes at the very beginning.Generally speaking,students’ English vocabulary reserve in both class 354 and 355 is about 2,500 words,and they can read relatively simple articles in foreign journals and perform basic writing on various issues.In addition,students mainly complete reading after class,and only complete the accumulation tasks after reading(new words,key sentences,or just read stories aloud),and seldom communicate and discuss with peers or teachers in class,which leads to poor reading effectiveness.This study mainly uses questionnaires,tests and interviews to test its effectiveness,and uses SPSS to analyze the data of the scale part of the pre and post questionnaire and the scores of the pre and post test paper,in order to understand whether the teaching practice of English whole book reading can better improve students’ interest in English learning,English Learners’ Autonomy and English achievements.The research results show that after three months of reading the whole book,the overall reading interest of the students in the experimental class has improved more than that of the students in the control class,which is intuitively reflected in their English Learner Autonomy post-questionnaire scores,and the difference between these two classes increases significantly.From the point of view of the increment of the scores before and after the questionnaire,the improvement of the experimental class is also more significant.In addition,students’ post-test scores of the experimental class were also significantly higher than those of the control class,and the increment in grades was also significantly much higher than that of the control class.It is clear that although the students in the control class under the routine teaching did have a slight improvement in their comprehensive English capability and English scores,it was the students in the experimental class which was integrated into the teaching of the English whole book reading who presented a more significant improvement in their overall English capability and grades,and they also showed a higher interest in English learning.The implementation of English whole book reading can not only improve the reading quantity,but also help students develop good reading habits,improve their comprehensive English capability,cultivate their core English literacy,and ultimately promote their effective learning and applying of the language.