An Action Research On The Optimization Of Post-Reading Activities In High Schools

Reading is an activity in which readers gain information,know the world,develop their thinking,and gain an aesthetic experience.In the teaching of English,reading is not only an important way for students to acquire knowledge and skills,but also a practical process for students to develop their thinking,cultivate emotional attitudes and values,and develop core literacy.Therefore,the teaching of English reading is of great significance for cultivating students' core literacy.At present,the PWP model used in the teaching of English reading tends to divide the teaching process into three parts: pre-reading,while-reading and post-reading.The teachers achieve specific teaching goals through reading activities at various stages.From the perspective of students' learning process,stages of pre-reading and while-reading are for students' information input and understanding,the stage of post-reading is for the output and expression of students based on the understanding of the information.Compared with pre-reading and while-reading activities,teachers have more difficulties and problems in designing and implementing post-reading activities,which affects the quality of students' language output and communication expression.In this paper,the author takes students in Class A Grade 1 of L High School as the study object,and conducts an 11-week two-round teaching action research to explore ways of optimizing the design and implementation of post-reading activities,and analyzes the positive impact of optimizing post-reading activities on students.Before starting the action research,the author follows McNiff's detailed description of the teaching action research process,and analyses the problems and difficulties in designing and implementing post-reading activities through questionnaires and interviews.In the first round of action research,the author focuses on the problems,and takes the method of optimizing post-reading activities to design the action plan,using the REP mode to implement the optimized post-reading activities,namely the three stages of Retelling,Exploring,and Producing,and selectively implements retelling,discussing,debating,role-playing,writing,designing posters in six forms of post-reading activities.On the basis of evaluating and reflecting on the first round of action research,the author adjusts the action plan,and implements the second round of teaching action research,and explores the positive impact of optimizing post-reading activities on students based on the data analysis of the two rounds of action research.Through two rounds of action research on optimizing post-reading activities,the author finds that action research has positive impacts on students: students' reading interest changes significantly,and their willingness to participate in post-reading activities increases;students' verbal and written language output changes significantly;students' willingness to express and the cooperation in reading change significantly.This action research also promotes the growth of the teacher.The author deepens the understanding on optimizing the design and implementation of post-reading activities in high schools,constructs her own understanding of teaching,and promotes her professional growth.However,many problems accompanying action research still require the author to further think and explore on the basis of the existing research.