A Study On The Application Of DRTA Strategy In Senior High School English Reading Instruction

As a skill learning,English is divided into four major categories: listening,speaking,reading and writing.Reading ability is the foundation and prerequisite for developing other skills.Reading English at an appropriate speed and understanding the significance of the article is one of the skills that students should have.Reading teaching has always played a pivotal role in English teaching.English teachers are also constantly exploring English teaching methods suitable for middle school students.However,the current English teaching mode still follows the traditional English reading teaching method.Teachers are often in a dominant position.The entire reading lesson is designed by teachers and completed under the guidance of teachers.Students are always in a passive position,which inhibits students' thinking,and improvement of reading ability is impossible.In 1969,Russell Stauffer proposed the Directed Reading Thinking Activity,this is the DRTA strategy.This strategy has three foundations:question method,schema theory and humanism theory.It is divided into three parts:prediction,reading and proving.Students are required to make predictions through the first few sentences of the article,picture or title,and after reading the specified content,find out the content in the article that can support or deny their own predictions.The DRTA teaching method can stimulate students' reading interest and improve their reading ability.The author applies DRTA to the senior high school English class and attempts to explore the following three questions on the basis of theory and practice:1.Can DRTA strategy stimulate students' interest in English reading?2.Can DRTA strategy improve students' English reading ability?3.Can DRTA strategy improve students' English learning strategy?In this study,90 students from two classes of grade one of HongDong No.3middle school as the research subject.The study lasted one semester,one of which was the control class and the second was the experimental class.Class one adopts the traditional English teaching method and the second class adopts DRTA teaching strategy.Before the experiment,two classes were pre-tested,and after one semester,post-tests were performed on students in both classes.At the same time,the students in both classes accepts questionnaires before and after the experiment.After the experiment,several students randomly selected from the experimental class accept the interview.Finally,the author uses SPSS17.0 to analyze the data obtained.The results of the study showed that after the implementation of the DRTA strategy in English reading classes,the students' English scores have been improved significantly.In addition,from the results of the questionnaire survey,it can be seen that students' interest in learning English has improved.The results of interview showed that students ‘English learning methods have changed a lot.However,because of the limitation of the actual conditions,this paper has some deficiencies,so further research and exploration are needed.