A Study On The Effect Of Activity Design On Students’ Reading Ability In High School English Reading Classroom Based On Bloom’s Taxonomy Of Cognitive Objectives

Reading ability is one of the most important language skills for learning English,and how to teach English reading skills and improve students’ reading ability have become hot topics in the field of education.However,the teaching methods used by some teachers focus on imparting of vocabulary knowledge and assign a number of mechanical homework in reading classes,which not only are inefficient but also may discourage students from learning English.Bloom’s taxonomy,which contains gradual cognitive processes,is consistent with the design of English reading class activities.From the construction of theory patterns to the implementation of concrete teaching research,the development and the achievements of foreign related research are great.However,domestic studies based on high school students in the field are relatively scarce and there are few studies concerning the application of this theory to specific English reading education.To tackle these problems,this paper attempts to integrate Bloom’s taxonomy with high school English reading teaching,and to design English reading activities based on it so that teachers can design instructional objectives in both knowledge and cognitive dimensions.This study tries to solve these questions:(1)What is the effect of high school English reading activities according to Bloom’s taxonomy on students’ reading interests and attitudes?(2)What is the effect of these activities on students’ reading skills development?(3)Do these activities have an impact on students with different English proficiency and of different levels?(4)What is the effect of these activities on students’ reading scores?In this paper,a 3-month experimental study of English reading teaching was conducted on two classes of students in Liuzhou Tieyi Senior High School.Before the teaching experiment,the author used the English reading test in both the experimental class and the control class to carry out the English reading pretest.In the course of the teaching experiment,the author applied some teaching activities design based on Bloom’s taxonomy in the experimental class and the traditional English reading teaching model in the control class.After the teaching experiment,the author carried out the English reading post-test in both the experimental class and the control class.After the tests were completed,the author collected the data and used SPSS Statistics27 to analyze the data to get the results.Besides,an interview concerning students’ learning effects of reading class activities was carried out.After 3 months of teaching practice,it was found that:Teaching activities based on Bloom’s taxonomy have a positive effect on students’ learning attitudes,and they can develop students’ interest in reading.At the same time,these activities help students establish scientific views on language.They strengthen the reading proficiency of students so that students can make full use of them to answer the questions.In addition,these reading activities have an impact on students of different levels and can significantly improve their scores ultimately.These findings demonstrate the operability and effectiveness of Bloom’s taxonomy applied to high school English reading classrooms and expands new horizons for the innovation of English reading teaching models.This study hopes to provide a reference for the better application of Bloom’s cognitive goal classification method in English classrooms.