An Investigation Into English Reading Teaching Models In Senior High Schools

As one of the four basic skills of learning English,reading is the most important means of understanding and absorbing written information.Reading teaching is a significant part of senior high English teaching.The adoption of reading teaching model is influenced by many factors and plays a significant role in English reading teaching.There are many researches on English teaching models at home and abroad,but few on the application of English reading teaching model in senior high schools in China.This research aims to understand the following two issues by investigating the status quo of English teaching models in senior high schools.1.What is the status quo of English reading teaching models in senior high schools?2.What are the causes for this situation?Questionnaire,interview and class observation are utilized in this thesis.In this study,70 teachers and 500 students from 9 high schools(3 provincial model high schools,3 municipal model high schools and 3 ordinary high schools)in Luoyang are selected and 9 teachers and 4 students were interviewed.The researcher recorded different reading classes of 9 English teachers.Through the analysis of the data gained from the questionnaire survey and the interview,it is found that: First of all,among the surveyed English teachers,the current teaching model is mainly top-down model.Students are highly motivated to participate in class activities,but the construction of students' schema knowledge is deficient.In addition,the main factors include teachers' professional skills,teaching pressure,college entrance examination pressure,students' English level and so on.Based on the above findings,this thesis puts forward some suggestions to improve the teaching model of English reading from the aspects of improving teaching strategies and optimizing teaching classes.