Applied Research Of Thematic Teaching In High School English Reading Teaching

Reading teaching occupies an important position in English teaching and is an important way to achieve students’ core literacy in English.It not only enhances students’ sense of language and expands their vocabulary,but also broadens their horizons and further experiences the unique charm of Chinese and Western cultures.However,in the actual teaching process,students often encounter various problems when doing reading questions,such as choosing incorrect reading strategies and failing to use reading methods proficiently,which can lead to a decline in students’ interest in reading and affect their final reading scores.Therefore,student-centered optimization of traditional reading strategies to improve students’ reading performance has become one of the most important tasks in the process of teaching English.In the process of high school English reading teaching,the implementation steps of the theme-based teaching mode are based on the "6 T" teaching method proposed by Stroller and Grabe in 1997,namely: the establishment of the unit theme,the selection of text materials,the design of reading topics,the connection of related clues,the arrangement of task activities,the transition This study is based on the "6 T" approach proposed by Be in 1997,namely: the establishment of the unit theme,the selection of text materials,the design of reading topics,the connection of related clues,the arrangement of task activities,the perfection of transitions,etc.This study is based on the problems in high school English reading teaching,and is based on the theme-based teaching model.It aims to answer the following questions.(1)Has there been any improvement in students’ reading strategies after implementing thematic teaching in high school English reading teaching?(2)Does adopting a theme based teaching model in high school English reading teaching help improve students’ reading performance?This study was a four-month action research using questionnaires,interviews,and tests with 44 students in senior class 9 of Xinyu 4 Middle School.Through collecting and analyzing these data,the author came to the following conclusions: first,the application of the theme-based teaching model in high school English reading teaching is feasible;second,the adoption of the theme-based teaching model in high school English reading teaching can promote the diversification of students’ reading strategies;third,the implementation of theme-based teaching in high school English reading teaching can help improve students’ reading performance and ameliorate the polarization of students’ performance Thirdly,the implementation of theme-based teaching in high school English reading can help improve students’ reading performance,and improve the polarization of student performance.Through this study,the author draws several implications for the current high school English reading teaching: high school students should continue to strengthen their English reading strategy training,teachers should fully exploit the high-quality teaching resources of the new Humanities version of high school English textbooks,and promote a group-based exploration model to realize the "double subject" status in the classroom.