A Study Of The Effect Of Blended Teaching Model On English Reading Classroom In A Senior High School

Reading is one of the ways of language acquisition to cultivate reading ability.It is particularly important for second language learners.At the same time,the scores of reading accounts for one-third of the whole testing paper in the National College Entrance Examination.However,there are still problems in English reading classroom.On the one hand,teachers teach reading according to the examination syllabus mainly,instead of guiding students to carry out extensive reading.On the other hand,due to lack of background knowledge of reading and feedback after class,students cannot understand the reading deeply and accurately.The blended teaching model not only avoids the drawbacks of traditional classroom teaching,but also makes up for the shortcomings of online teaching to stimulate students’ interest and initiative in learning truly.Based on multimodal teaching theory and constructivist theory,the thesis explores the effect of blended teaching model on English reading classroom in a senior high school.The research questions are as follows:(1)What is the effect of the blended teaching model on students’ classroom participation?(2)What is the effect of the blended teaching model on classroom participation among students at different language levels?(3)What is the effect of the blended teaching model on students’ English reading achievements?This study adopts the methods of experiment,questionnaire and interview,and takes 98 senior two students from a senior high school in Yining as the research participants.In the experiment,the experimental class(EC)adopts the blended teaching model for English reading teaching,while the control class(CC)adopts the bottom-up reading model.After 12 weeks of teaching experiments,the study uses the independent sample t-test and paired sample t-test to analyze and discuss its significance.After 12 weeks,the results show that: Firstly,the blended teaching method can improve students’ classroom participation effectively.Before the experiment,there is no significant difference in behavioral participation(P=0.915>0.05),cognitive participation(P=0.803>0.05)and emotional participation in EC and CC(P=0.775>0.05).After the experiment,there is a significant difference in behavioral participation(P=0<0.01),cognitive participation(P=0.003<0.05)and emotional participation(P=0<0.01).Secondly,the effect of the blended teaching model on classroom participation among students at different language levels is different.Specifically,students with intermediate-level benefit the most,while low-level students improve the least.In terms of behavioral participation,the blended teaching model has a greater effect on intermediate-level students(P=0.002<0.05)than the effect of advanced-level(P=0.003<0.05)and low-level students(P=0.031<0.05),the effect on cognitive participation and emotional participation indicate the same conclusion.Finally,the blended teaching method has a positive effect on improving students’ reading achievements.Before the experiment,there is no significant difference(P=0.745>0.05)in their reading achievements in EC(Mean=21.87)and CC(Mean=22.32).After the experiment,there is a significant different between EC(Mean=27.26)and CC(Mean=23.10)in students’ reading achievements(P=0.001<0.05).In conclusion,the blended teaching model has a positive effect on students’ classroom participation and students’ reading achievements of senior high school students.The results of this study also provide some pedagogical implications.Firstly,the teachers are required to improve their teaching ability and learn the teaching theories constantly.Secondly,the teacher should broaden the teaching platform and expand teaching resources.Last but not least,the teachers should combine modern technology with the traditional classroom teaching to achieve the best teaching effect.