An Empirical Research On The Interactive Approach In English Reading Teaching Of Senior High School

Reading is an excellent way for the youth to acquire knowledge, cultivate imagination and creativity. The role of reading is particularly important for the young man whose outlook on life, values, aesthetic and moral values are forming. Through reading, people can go across space and time and communication takes place between the ancestors several thousand years ago and people at the present. Reading is a kind of way of life, it can make people get rid of the desolate and barren spiritual world, then people become full and elegant. However, the present high school English reading teaching still employs the traditional method of the “teacher-centered” and the “students-accepted” which makes students lose interest in reading. Therefore, it is time to explore a new teaching mode.Since the 1960 s, pedagogy, psychology and sociology theory arise at the historic moment, which provide rich theoretical foundation for the English teaching practice. Constructive theory and cooperative theory have pointed out the direction for the reform of English reading teaching approach. Among the numerous modes of reading teaching, the Interactive Approach is accepted by the people from all walks of life. The Interactive Approach advocates that the interaction works between students and students, between students and teacher, between students and the reading materials. By the Interactive Approach, students can activate their prior knowledge in mind, use relevant knowledge to help themselves understand the background of the article, and then cooperate within the group or across groups.On the basis of the interactive teaching, this thesis mainly focuses on the following three questions:First, can the Interactive Approach improve students’ reading interest?Second, can the Interactive Approach enhance students’ cooperation learning ability ?Third, can the Interactive Approach improve students’ reading achievements?The participants in this study are 92 students of two classes in Grade 2 of Jinzhou No.1 Senior High School. In the experiment class, there are 46 students. And in the control class, there are 46 students too. The experiment is carried out for nearly four months and the teacher who teaches the two classes is the same one. The only difference is that in the experimental class, the teacher applies the Interactive Approach, while the teacher adopts traditional teaching approach in the control class. The questionnaires and tests are included in the experiment. Through the experiment, the author draws the following conclusions: Firstly, the Interactive Approach can improve the learning interest of students’ English reading; Secondly, the Interactive Approach can enhance the students’ cooperative learning ability; Thirdly, the Interactive Approach can improve the students’ reading achievements.