A Study Of The Interactive Model To English Reading Teaching In Senior High School

In English as a foreign language teaching, reading is one of the most important factors in assessing a learner's linguistic ability. For most Chinese students, reading is by far the most important skill of the four in a foreign language study. Fostering learners' high reading ability remains the aim of English teaching on different levels. Reading can be the source of the knowledge of language and western cultures as well as the source of enjoyment. It is an effective way for learners to get in touch with the language and culture, broaden their views, enrich their knowledge and improve their English proficiency. The syllabus of senior high school gives a detailed instruction on reading, including the abilities of theme comprehension, inferring according to the given information, and processing of information, etc. Chinese students read mainly for the knowledge of language in order to get more points in their examinations.For a long time, there are mainly two problems of English reading teaching in senior high school. The first one is that teachers focus on students'grasp of language points instead of the cultivation of their reading abilities, while the second one is that the teaching model is mostly teacher-oriented.In order to solve these problems, the author tried to apply a new teaching model—the students-based interactive model to English reading teaching in senior high school.This research aims to make some attempts at classroom teaching on English reading from both a quantitative and qualitative perspective, which has been testified by the subjective method. The results from this research show that interactive model in English reading teaching can effectively improve students' reading comprehension and general English proficiency, activate classroom atmosphere, promote the teacher-students, students-text and students-students interaction, motivate students' initiative to participate in the classroom activities, and therefore, further motivate their learning potential, thus facilitate English teaching and learning in the language classroom, effectively improve classroom interaction and provide students with equal opportunities to participate in.In order to test the feasibility and effect of interactive model, the author designed an experiment which lasted for one term. Data were collected from the questionnaire, pretest and posttest between EG and CG. Analyzing the scores in the two tests with SPSS (10.0) indicated that the effectiveness of interactive model in reading was valid and significant. Hence, the interactive model can help students improve their reading ability and comprehension language proficiency.The validity and implement of the experiment can be concluded as three aspects. First, through interaction of teacher-students, students-students and students-text, we can make the class more lively, improve traditional teaching environment, inspire students' enthusiasm of studying English as well as advance their linguistic abilities. Second, based on the students-center interaction, the teacher should let students participate in the presentation and evaluation of reading teaching, design the questions of interaction during pre-reading, while-reading and post-reading to accomplish the reading tasks, and the role of a teacher can be changed from a controller to a facilitator. Third, the teacher can provide every student with the chance to take part in the classroom activities, to research their studying, to construct their own systems of knowledge and abilities, to exert their potentials and eventually, to improve their English competences as widely as possible.