The Action Research Of Task-based Teaching In Post-reading Stage In Senior High School

With the deepening of new English course reform on for high school all over the country, English teachers pay more attention to the method of task-based language teaching (TBLT). The New English Curriculum Standard (2011) advocates the learning style of experience, practice, participation, cooperation and communication, as well as the task-based language teaching method. This teaching method emphasizes "learning by doing" that students are expected to acquire language by taking part in the activities and complete the language tasks with teachers. Various types of activities are helpful not only to improve students' comprehensive language ability but also to cultivate students' consciousness of autonomous learning and cooperative learning.Currently, the three-stage teaching model, involving pre-reading, while-reading and post-reading, is mainly adopted in English reading teaching in high school. And the post-reading tasks play an important role in reading teaching, the quality of which influences the quality of the whole procedure of reading teaching. Thus, the post-reading stage is one of the important parts to consolidate the knowledge and apply the new contents in reading teaching. This step aims to help students summarize, reflect and apply what they have learnt from the context and improve their reading ability through task-based language teaching. Meanwhile, the point of task-based language teaching is to design and implement the tasks. However, by surveying the current situation of the post-reading of 100 high school English teachers in Shuozhou, such problems are found:(1) Teachers don't attach enough importance to the stage of post-reading and the teaching time in this stage is relatively short; (2) The forms of post-reading tasks are single and students are not very interested in participating the post-reading tasks.In light of these problems in the design and implementation of the post reading tasks, in order to improve the post-reading teaching quality, this study carried out a four-month action research in Class 211, Grade 1 in Zhanyi High School in Shuozhou City of Shanxi Province, aiming at resolving the question that how teachers can design the effective post-reading activities to arouse students'learning interests and to improve the degree of their participation in post-reading tasks.On the basis of teaching practice in English reading and the theory of Task-based language teaching, this research, which adopted the action research approach, together with questionnaire and teachers log, attempt to design various and multi-layered English post-reading tasks and conducted two rounds of action on the design and implementation of post-reading tasks. After each round action, a questionnaire was used to investigate the students'the reaction and problems in this period; meanwhile, teachers'logs were adopted to summarize and reflect on the problems existing in the teaching design and implementation, which prepared well for the next round of action.After two rounds of action, the post-reading tasks basically achieved the effect that students'interest in English learning is motivated, their reading ability and integrated skills in using English has been improved to some extent and students'spirits of cooperation are cultivated.It is of great importance both in theory and practice. It is not only helpful to learn more about Task-based reading teaching method and enrich the relative studies on the design and implementation of post-reading stage, but also attract English teachers'more attention to the post-reading stage.