Experimental Research On English Reading Teaching Of Senior High School Based On Post-Method Pedagogy

For the learning of language, English reading teaching is the most important part compared with listening, speaking, reading, writing and translation. It is an essential way for students to acquire knowledge, to accumulate vocabulary, to familiarize syntactical structure, to develop written communicative ability and to gain new information. Moreover, reading occupies the most part of all kinds of tests. Therefore, English reading teaching and the students’reading ability are emphasized gradually. Teachers play an active role in traditional reading teaching while the students a passive role. There is lack of interaction between them and between the students. In the past, English reading teaching focuses on the teaching of vocabulary, grammar, sentences or translation of the text. In this process, the students become passive when acquiring knowledge, which makes it hard for them to master the article’s connotation and writers’intension. Students who study English in this way would hardly experience the fun of reading and would lack the motivation of reading, either.Influenced by the thought of post-modernism which emerged in late1970s and early1980s, the Post-method Approach was proposed by western scholars when English language teaching met its bottleneck in its reform process. The Post-method Approach objects to the so-called "best teaching method" and emphasized that teaching should present such teaching concepts as variety, opening, relativity and particularity and so on. Therefore, analyzing traditional teaching approaches and making the Post-method Approach penetrate through English teaching are essential and practical.Under this background, this thesis would try to apply the post-method pedagogy to English reading teaching of senior schools. With the foundation of theoretical achievements made by pioneer scholars, this research contends the reading teaching design based on ten macrostrategies of the post-method pedagogy, in order to improve the teaching efficiency of English reading teaching of senior middle schools. This research is carried out through the method of questionnaire, interview survey, pre-test, post-test, data analysis and comparison to examine the application of the post-method pedagogy used in practice. This research is carried out in a senior school of Ganzhou, where the writer acts as a student teacher. Two classes with nearly the same level are chosen as the research subjects. One is treated as experimental class and the other as controlled class. The post-method pedagogy is applied in the experimental class and the controlled class is taught with traditional methods. After a period of practice, the writer analyzes the data with SPSS software to reach a conclusion. The result shows that the post-method pedagogy is helpful in improving the teaching efficiency. From the interview survey, we can find that students’interest in the reading class is also raised. Therefore, the writer concludes some practical suggestion according the research results for front-line English teachers of senior middle schools to use as reference.