Action Research On English Reading Strategy Training In Senior High Schools

The society in the future will be the one whose members have to receive his life-long education. Faced with such a trend, the role of a teacher will change essentially and his work will focus on the cultivation and improvement of his creative innovation and practical ability. To meet the challenge, a teacher should be equipped with the potential and power of self-improvement. Besides, he has to be more and more concerned with the problem that there is usually a gap between teaching and teaching research. He needs to take measures to make his teaching more practical and systematic. Action research, which is considered one method to apply the theory of reflective teaching to teaching practice and is thought to improve teaching as well as advance self-improvement of a teacher, has been widespread both at home and abroad in recent years.This thesis consists of six chapters. In chapter 1, the author reflects on the mode of the teaching English reading he has followed all these years and realizes there are some problems with it, and analyzes the problems, and then investigates the students reading problems. After the analysis, the author decides to train the students reading strategies to solve these problems. Chapter 2 is a part of literature review, introduces learning strategies and reading strategies, and action research based on definitions, features, procedures given by experts and scholars around the world. In chapter 3, which is the most important part of the thesis, the author produces his own plan of conducting his action research on the training of reading strategies in senior schools. In this chapter, the author keeps a concrete record of the whole research process and describes each process in detail by using such data-collecting methods as questionnaire, interview, and the author modifies his research plan properly during the process. Chapter four is a analysis about the data collected. Chapter 5 summarizes the effect of this action research in general and makes a deep theoretical probation into the impact on the students the research brings. In addition, he also mentions what influence this research casts on his belief that any teacher ought to and can be a researcher to some degree. Chapter six is a concluding part, the author appeals to all the educators to hold an optimistic attitude towards action research, and makes a list of some rules that should be observed when an action research is conducted and points out the limit of action research.