A Study On The Effectiveness Of Interactive Reading Model In Senior High School English Teaching

As a vital means for people to get information and exchange ideas,reading is a complex psychological process in which readers associate written words with cognitive schema to comprehend the text.It is also an interactive process among individual,discourse and society.In senior high school,English reading teaching is aimed to improve students' capabilities in textual understanding,textual interpretation,logical thinking and reading comprehension.However,the present situation of English reading teaching in senior high school is not optimistic.Teachers pay more attention to knowledge teaching,such as language decoding and literal meaning.Students only acquire knowledge passively,and their abilities of text analysis and reasoning cannot be cultivated.Hence,they lose interest in reading gradually.Reading teaching,which lacks interaction and integration of text information,becomes one-way transmission of knowledge and information.As a result,it is difficult to realize the expected goals of teaching.Therefore,a more effective reading teaching model is urgently needed in cultivating students' reading competence.The English Curriculum Standard of General Senior High School emphasizes that English teaching is two-way coordinated and interactive process in which teachers and students interact and develop together.It also advocates that teachers should play the role of leaders while students play the role of main participants.With the deepening reform of curriculum,the interactive reading model which conforms to its concept has become the focus of many linguists and educators.In English reading teaching for senior high school,interactive reading model requires students to accumulate knowledge of language and background.It contains three aspects:pre-reading interaction between teachers and students,while-reading interaction between students and the text and post-reading interaction between students and students.Based on schema theory,social ternary reciprocal determinism and interaction hypothesis,this thesis adopts a quantitative and qualitative mixed design(literature method,questionnaire method,interview method and educational experiment method)to explore the effectiveness of interactive reading model in senior high school English teaching.The objects were students from two classes and three English teachers of Senior one in NO.10 Middle School of Putian,Fujian.Meanwhile,it takes a reading text as an example to illustrate the teaching design of interactive reading model.This study mainly answers the following four questions: Firstly,what is the general situation of English reading learning for senior one students? Secondly,what are theviews of senior English teachers on English reading teaching? Thirdly,can the interactive reading model improve students' English reading scores and teachers' reading teaching effect?Lastly,what are the specific strategies of interactive reading model in senior high school English teaching?The study findings prove that,compared with the traditional model for reading teaching,interactive reading model is more beneficial to the improvement of students' reading scores and teachers' teaching achievement.It also has a significantly positive effect on students' reading enthusiasm,motivation,interest,competence and classroom interaction.That is,this model has practical values in senior high school English reading teaching,thus it is worth applying and popularizing.In the end,with the hope of providing some references for the study of interactive reading teaching,this study puts forward some suggestions on teachers' teaching concept,interactive classroom environment,classroom interactive activity,reading strategy and non-linguistic factor.