On Reflective Approaches Conducted In Senior English Reading Instruction

Since Dewey (1993) originated the concept of reflection in the twentieth century, the reflective teaching model has since experienced a quick development in the field of education research and in teaching practice. The new curriculum reform requires that teachers actively reflect on their own teaching practice, which is consistent with the idea of reflective teaching. This paper therefore attempts to combine reflective theories with teaching practice to find out and resolve the problems existing in senior English reading.Reading is one of requisite skills for students in foreign language learning. And it is the means and goal of language learning as well. However, in actual teaching practice, reading instruction is far from satisfaction, thus hindering students from expected achievement.The researcher applies the reflective approaches to the solution of the problems, such as low reading motivation, reading obstacles etc. Meanwhile, the researcher through reflective approaches intends to probe into the causes of the problems and respond with appropriate ways to activate students' motivation in reading. Meanwhile, the students are well prepared with proper reading skills, vocabulary strategies, ways and skill to analysis of long and complex sentences as well to fast reading as to remove the reading obstacles in reading.Empirical study is adopted in this paper, through SPSS, to carry on both a pretest and a posttest in the experimental group and comparison group with a thorough analysis and comparison. The experiment demonstrates that the study has reached its expected results. Anyway limitation of this study is inevitable, the thesis puts forward some suggestions for further study.