Research On "Self-Learning,Mutual-Learning And Joint-learning" In English Reading Teaching Of Senior High School

A new round reform of basic educational curriculum has made great progress,and the overall trend of class transformation shifts from “teaching” to “learning”.In China,the basic orientation of class teaching in primary and middle school is learning-centered classroom,hence more and more scholars shifted their attention to the construction and practice of learning-centered class.Through literature review,the author found there were few literature about how to apply the concept of learning-centered classroom to English reading teaching and what the concrete ways are to implement it in reading teaching in senior high school,although there are lots of literature related to the learning-centered class and reading teaching in senior high school.Therefore,the author was intended to do research on “self-learning,mutual-learning and joint-learning” in English reading teaching of senior high school based on learning-centered class,and this research took senior students from No.2 middle school of Kashi as the subjects of the research and started from the actual classroom practice to explore the following questions.(1)What are the detailed and effective methods in “self-learning,mutual-learning and joint-learning” in English reading teaching of senior high school based on learning-centered class? Can the ways improve students’ interest and scores in English reading as well as the abilities of self-learning and mutual-learning?(2)Can the detailed and effective methods be verified in other classes and get the same effects?This research is divided into two parts,which are action research and empirical research.The action research is firstly carried out in class five of senior one for ten weeks,which is intended to explore the detailed and effective methods existed in “self-learning,mutual-learning and joint-learning” in English reading teaching of senior high school based on learning-centered class.During the two rounds of action research,the author mainly applies interview to get information in order to make further improvement of “self-learning,mutual-learning and joint-learning” in English reading teaching of senior high school based on learning-centered class.Ten weeks later,the interviews and tests are fully analyzed.The results show the English scores and reading interest of students from class five have obviously improved as well as the abilities of self-learning and mutual-learning.And then empirical research is conducted in class six of senior two as experimental class for sixteen weeks,which is aimed at testing whether the detailed and effective methods in action research can be verified in other classes,and get the same effects.During the sixteen-week of empirical research,the pre-questionnaire,post-questionnaire and tests are analyzed.The results suggest that the students’ English scores in experimental class is better than that of in control class,and their reading interest and the abilities of self-learning and mutual-learning have more apparent improvement than that of before experiment.Based on the above research,the author is inclined to draw conclusion on the major findings for teachers and students,and puts forward the implications about how to construct “self-learning,mutual-learning and joint-learning” in English reading teaching based on learning-centered class for teachers and students.The implications foe teachers are as follows:(1)Improve the teaching ability in “learning-centered class”(2)Change teachers’ role from “leading actor” to “director”(3)Make full use of the modern information technology(4)Pay more attention to guiding learning methods and reading strategies(5)Diversity the evaluation system(6)Build a learning community of teachers and students.And the following implications are summarized for students,which are as follows:(1)Learn to be self-educator(2)Be self-reflection learners(3)Be willing to share and communicate(4)Equip oneself with information technology.Although “self-learning,mutual-learning and joint-learning” in English reading teaching based on learning-centered class has a higher requirement for students’ self-learning and mutual-learning abilities as well as learning resources,it can change the status quo of reading teaching and learning in No.2 middle school of Kashi.It can not only help to make changes on teaching and learning methods but also provide teachers with teaching solutions and students with learning strategies.In addition,it can provide referable suggestions to help teachers improve their classroom teaching quality and to help students develop the habit of experiencing the learning process autonomously,actively and creatively.And finally it can help students build their own learning ability that is suitable for the future.