Research On Strategies Of English Reading Teaching In Senior High School In Post-method Era

Senior high school English teaching takes an important role in senior high school education. It is the transition stage in which students’ English ability has a big leap from basic knowledge of English subject to practical applied ability of English.And reading teaching is the important approach for students to master vocabulary,accumulate sentence structure, comprehend discourse and enhance written skills. In addition, reading is also a way for students to acquire knowledge and information through English. Nevertheless, some English teachers still use classical reading teaching strategies as their main reading strategies such as words, sentence structures,grammar explanation as well as native language translation strategy. Teachers nearly control the class completely in most cases and there is little students-teacher interaction. Students lost interest in English reading gradually under this condition and cannot comprehend the deeper meaning of the passage or the actual intention of the author. Therefore, they cannot get the quintessence of senior high school English reading.There are lots of researches on strategies of English reading teaching abroad and at home under this background and the achievement is significant. The thesis tends to study strategies of English reading teaching in senior high school from the theoretical view of post-method era in order to answer the following three questions:1. What are the English reading teaching strategies which senior high school English1. What are the English reading teaching strategies which senior high school English teachers plan to use and actually use?2. What are the possible reasons for the similarity or the difference of English reading teaching strategies which senior high school English teachers plan to use and actually use?3. What are implications for strategies of English reading teaching in senior high school in post-method era?Based on the achievements gained by scholars who conduct researches on postmethod pedagogy and related reading theories, this study applies the case study method with the instruments of teachers’ interviews and classroom observations, and hopes to understand the status quo of English reading teaching strategies in senior high school. Then some suggestions are given to the corresponding situation from the aspect of post-method pedagogy, in order to improve the efficiency of English reading.The research subject is five English teachers from a Heilongjiang Province key senior high school. First, the author uses an interview outline which is reorganized according to the macro-strategic frameworks of post-method pedagogy to interview the five teachers. The contents of the interviews will be recorded and transcribed into words. The result of the interviews is that what English reading teaching strategies which teachers want to use. Then the author observes the five teachers’ reading class respectively. The result of the classroom observations is that what English reading teaching strategies which teachers actually use in their class. After analyzing the data,the author concludes that English reading teaching strategies which teachers want to use emphasize some micro strategies guided by macro-strategic frameworks of postmethod pedagogy while the strategies they actually use prefer to adopt classical reading strategies. The inconformity indicates that English teachers have the philosophy of post-method pedagogy but they cannot apply it into actual class effectively. The possible reason of it is that teachers do not follow the three parameters of post-method pedagogy. According to the result of the research, the thesis based on the post-method pedagogy gives some implications to help teachers explore micro strategies of senior high school English reading teaching which is suitable for their own class on the premise of following the three parameters of postmethod pedagogy.