The Research On Cohesion Of In-class And After-class English Reading In High School Under Learning Community Perspective

The English reading of senior high school, as a vital part of improving students’ English capacity, sustains great responsibility to guarantee students’ learning effects, expand students’ reading horizon and establish reading environment. However, there are some problems in English reading of senior high school, includes the isolation between in-class reading and after-class reading, the in-class reading focuses on reading skills and exam-oriented and the after-class reading always be neglected. All of those problems lead to students cannot benefit from in-class and after-class reading. The research devotes to introduce learning community theory and tries to analysis and solve the isolation problem of in-class and after-class English reading of senior high school.In this research, the author combines many teachers’ and students’ questionnaires and interviews who are coming from different senior high schools. Those senior high schools can be divided into two kinds of schools that one is the school applying learning community theory to English reading teaching but the other is not. The author uses the educational statistics software—SPSS and EXCEL to study the data and analyses the interviews from the text. The author compares the differences between two kinds of schools from qualitative and quantitative aspects. Taking all of those into consideration, the author wants to figure out the current situation of the isolation of English in-class and after-class reading, tries to analyze the reasons and propose some practical and useful solutions.As for the research results, in the terms of the relationship of in-class and after-class, the senior high school of applying the learning community theory has the better performance than the other senior high schools. Specifically, in the reading aims part, the former one can balance the aims of school and class so that combine the in-class aims and after-class aims; in the reading material part, the former can hold the basic principles of learning community theory, provide much more reading materials and lay the foundation for discussion. The latter one just neglects providing enough reading material for students; in the reading strategies part, the former can make full use of after-class reading time in order to practice the strategies learning from the in-class; in the reading assessment part, the two kinds of schools have the similar assessment ways. But the former pays more attention to apply the same assessment ways in in-class and after-class English reading, the latter one cannot notice this point.According to those four aspects, the author comes up with four solutions, includes recreating the environment of school so that promoting reading aims, transforming teachers’ concepts so that sharing reading materials, altering students’ habits so that enrich reading strategies and consulting lifelong learning so that broaden the standards of assessment.