An Empirical Study Of Narrow-reading Strategies In English Reading Teaching In Senior High Schools

The learning purpose of high school English course is to enable every high school graduate to have basic English language literacy.In the development of basic language application ability,should pay more attention to improve students' thinking ability,problem-solving ability and expression ability.In this process,English reading plays a vital role.In addition,from the perspective of examination,reading comprehension scores in the college entrance examination account for a large proportion,and the subjects of the examination also become more diversified.The English reading comprehension of the college entrance examination not only requires reading speed,but also the accuracy of answers,which requires students to have a deeper understanding of the reading materials to ensure the accuracy of the answers.Therefore,in the face of a variety of subjects and genres,how to make students interested in reading comprehension and improve reading scores is worth exploring.Compared with the traditional reading teaching mode,narrow reading is a strategy that advocates that learners improve their reading ability by reading multiple works of the same style,the same theme or the same author."Narrow" method can help students to accumulate vocabulary,sentence patterns,cultural background knowledge,and more.This study will conduct an empirical study of the narrow-reading strategies in English reading teaching in senior high schools.The following two hypotheses are verified through teaching experiments:(1)After applying the narrow reading strategy to the high school English reading class,the English reading scores of the experimental class students are higher than those of the control class.(2)After applying the narrow reading strategy to the high school English reading class,the students in the experimental class are more interested in reading English than in the control class.In order to verify the above hypothesis,the author selected two parallel classes of grade two in a provincial key middle school in Harbin as the research object.Before and after the experiment,questionnaire and test were conducted on two classes.In the process of experiment,the control class use the traditional reading teaching mode,and the experimental class use the narrow reading strategy.The author also designed an interview after the experiment,in order to understand students' acceptance of the narrow reading teaching mode adopted by teachers and what changes students have made in reading learning after learning the "narrow" teaching mode.Through the comparison of the data,it can be seen that the data of the experimental class is higher than that of the control class,which proves that narrow reading can improve students' reading level and grades.And the narrow reading strategy can make up for the deficiency of traditional reading teaching mode,improve students' interest in reading and improve their reading scores.