The Application Of Reflective Teaching In Senior High School English Reading Teaching

The reflective teaching has become a trend of developing international teachers’ education. It is also the requirement of the teacher education innovation in our country. Since the idea is quite new and popular, almost all the teachers are actively engaged in it. Therefore,the thesis aims to have a research on the application of reflective teaching in senior high school English reading teaching. As we all know, reading is one of the most important ways of obtaining information, learning knowledge of language and culture, getting language input as well. However, during the process of reading, students fail to read efficiently due to a variety of barriers, including vocabulary, grammar, culture background, and psychological factors. At the same time, language-based and grammar-oriented traditional teaching model can’t help students improve their reading abilities efficiently, even students may gradually lose the interest in English reading. Based on these practical teaching problems, the author summarizes the related literature about the reflective teaching, studies the related theories,expounds its concept, analyzes its characteristics and content. After these preparations, the author conducts the research of the application of reflective teaching in the English reading teaching of senior high school.The research focuses on three questions: Can reflective teaching develop the student’s English reading abilities? Can reflective teaching play a role in promoting the high school students’ English proficiency? Can the students develop some reading strategies to improve their abilities in English reading after the experiment? The research subjects are 108 high school students in Grade Two from Longhua NO.1 Middle School of Chengde City. They are from two parallel classes. Class Five is the experimental class and Class Six is the control class. The experiment lasted for three months. Reflective teaching is applied to the experimental class and the students are trained to read by making use of some reading strategies while the control class is on normal path. In the experiment, various research instruments are used, such as, test, questionnaires and interview. The collected data are analyzed with SPSS 13.0.The results from the data analyses indicates that:(1) Students’ reading ability is improved after the experiment of reflective teaching. However, the students’ reading scoresare not improved so much because of the limited research time.(2) The experiment arouses the students’ interest in English reading and their English proficiency is developed after the experiment.(3) From the results of the questionnaires and the interview, we can see that the students can master some reading skills and strategies after the experiment. What’s more,they can apply these skills and strategies in their reading.At last, the author presents the limitations and suggestions for further research in the future.