Action Research On English Reading Strategy Training In Senior High School Based On Text Type Analysis

The English Standard Curriculum for Senior School(2017)points out that the foundation for developing students’ core English literacy consists of six elements:thematic context,text type,language knowledge,cultural knowledge,language skills and learning strategies.As one of the elements---text type,the new standard curriculum clearly requires teachers to infiltrate the relevant content of text type knowledge in teaching,and guide students to conduct text type analysis,so as to improve students’ ability of text type understanding.The text types include expository text,argumentative text,narrative text,practical text,news,novel,health handbook and other different types of writing,as well as text,picture,oral,written,video,voice and other multi-modal forms of text types.But the theory of text type framework knowledge at home and abroad is not enough,especially for senior high school students.The hottest topics in the current senior high school English reading strategy training are as follows: how to imperceptibly carry out text type analysis in teaching output knowledge effectively,how to help students master the basis of science literacy and how to train their ability of learning transfer.The research questions of this action research are:(1)What is the current situation of English text reading for senior high school students?(2)What are the effects of senior high school students English reading strategies on text type analysis?In view of the above research questions,this study selects 50 students from Class 5Grade 1 in a senior high school in Suzhou City as the research subject,and carries out a16-week action research.Based on the analysis of relevant literature,this study investigates the current situation of English text reading through a questionnaire survey,analyses the changes of reading scores before and after the students’ actions.The research instuments and methods include questionnaire survey,class interview,quantitative and qualitative research and action research.The software SPSS 19.0 is used to analyze statistical and quantitative data.This action research is divided into three rounds.The first round is to determine the identified problems,the causes for the problems,the research time allotment,the reflection and the plan of the study.After the first round of action research is completed,the second round of action research is adjusted based on students’ academic performance,interview data and classroom observations.Finally,the data of the second round of action research is analyzed,and the third round of action research is carried out after reflection.The research findings are as follows:(1)Before the action research,students don’t have a deeper understanding of the concept of text type,and there are problems such as low enthusiasm,low participation in class,and simple learning knowledge.(2)Before and after the training of senior high school English reading strategies based on text type analysis,students’ reading scores are upward changed.It shows that this action research has improved students’ reading scores and narrowed the gap between students.In summary,the integration of text type analysis into reading learning strategy training can not only mobilize students’ reading enthusiasm,but also promote teachers’ continuous innovation in reading teaching and improve the teaching effects.The results of this action research are basically in line with expectations.However,there are some limitations,such as insufficient samples and lack of doing more in-depth training research on personalized text type analysis strategies for each individual student.Therefore,the action research on English reading strategy training in senior high school based on text type analysis needs to be further studied.