An Empirical Study On The Application Of Constructivism-based Random Access Instruction To English Reading Teaching In Senior High School

Reading is the main way for English learners to acquire knowledge and it is also the basis and premise to develop other language skills.The high or low level of reading ability directly influences the acceptance of students' language knowledge,the training of basic skills as well as the level of cultivating English communication ability.With regard to English teaching in senior high school,reading teaching is an indispensable teaching content and it is an integral part of National College Entrance Examination.However,in the current English teaching in senior high school,students have insufficient vocabulary and reading skills with little English cultural background.Besides,teachers overemphasized grammar and vocabulary teaching and ignored to cultivate students' reading interest and ignored to develop students' good reading habits(Wei,2016).In order to solve the current teaching problems,the author puts forward to adopt random access instruction based on constructivism to conduct teaching experiments in English reading teaching.The teaching procedures are: realistic situation;random access learning;divergent thinking;collaboration;effect evaluation.The study mainly explores the following questions:1.Is the Random Access Instruction more effective in arousing the students' English reading interest than the traditional teaching method?2.Under the guidance of the Random Access Instruction,can the students cultivate better reading habits ?3.Can the Random Access Instruction promote the students' English reading proficiency?The experiment lasted four months from September1 st,2016 to December 31 st,2016.The participants of this research are 117 students from two classes in Grade Two selected from NO.12 Senior High School in Fushun Liaoning Province.There are 60 students in experimental class,who accept random access instruction,while 57 students in control class,who accept traditional teaching method.The research uses test,questionnaire and interview to collect statistics and then uses SPSS software to analyze these statistics.After a series of data analysis,the author reaches the following conclusions:1.Random Access Instruction is more effective in arousing the students' English reading interest than the traditional teaching method.Students realize that reading interest is closely related to reading objectives and pay more and more attention to reading.What' s more,they are full of confidence and satisfaction in reading learning.2.Under the guidance of the Random Access Instruction,students can cultivate better reading habits.Students grasp the way to deal with difficult words and sentences.Moreover,they also master the way to comprehend reading content and test reading conditions.3.Random Access Instruction can promote the students' English reading proficiency.Students' reading scores have significant improvements.The significance of study is to confirm feasibility and effectiveness of random access instruction in English reading teaching.Next,the application of random access instruction wishes to arouse wide concern of educators.At last,it is expected to provide reference for further research.