An Experimental Study On Top-down Method In Senior High School English Reading Teaching

Reading teaching in English teaching takes an important position. For a long time, due to the influence of traditional teaching method, English reading teaching modes are commonly single and English reading teaching mainly focuses on the words, phrases, and grammar knowledge. The result is that students reading interest is not high, the effect of reading comprehension is not good, and the teaching effect is poor. In order to explore a more effective reading teaching method to improve the students’ reading effect, this thesis is based on the Idealized Cognitive Mode and relevant teaching and learning theory of Constructivism. It takes the top-down reading methods as teaching method and the reading targets of the National English Curriculum of English teaching as teaching goals, and makes Krashen’s Comprehensible Input the teaching method of the study.In this research the author first investigates the students’ existing situation in reading with a questionnaire, and then conducts an experiment among118students in Feixiang No.1Senior High School. The author gives the traditional reading comprehension teaching methods to the students in the control class, while the experimental class is instructed with the Top-down Method. And then the author uses comparative method to analyze the data collected from the research to verify whether the Top-down Method can improve the students’ reading efficiency and ability.According to the comparison to the data, the author draws a conclusion:Top-down Methods can improve students’ reading interest very effectively, is useful to train students to develop the habit of understanding the article from the whole, and meanwhile not to ignore the details. Top-down Method is very much worth using in high schools in China.