A Study Of The Experiential Teaching In English Reading In Senior High School In The View Of Learning Community

The English curriculum standard of senior high school increasingly emphasizes that teaching should pay more attention to quality education,cultivating students' core competencies,and improving students' ability to use knowledge comprehensively to solve practical problems.As an important part of English teaching in senior high school,English reading plays an important role in cultivating students' core competencies and the comprehensive ability to use language.Therefore,it is vital for teachers to adopt appropriate reading teaching methods and teaching strategies in English reading class in senior high school.Accordingly,the author conducts an empirical study based on learning community and experiential teaching to solve three research questions:(1)What is the current situation of English reading teaching in Kunlun senior high school?(2)What significant effects does experiential teaching have on students' learning achievement?(3)How should teachers apply experiential teaching well in English reading teaching?The research subjects are class 7 and class 8 of grade one in Kunlun senior high school.Before the experiment,the author carries out pre-test and pre-questionnaire in class 7 and class 8 of grade one.The results show that there is no obvious difference between the two classes in English achievement.And these two classes can be used as research subjects.The author takes class 7 of senior one as an experimental class which adopts the experiential teaching method in reading.And the traditional teaching method is applied in class 8 that is regarded as a control class.In this study,the author mainly uses literature method,questionnaire method,interview method and test to collect data,and uses Excel and SPSS to analyze the relevant data.In addition,the author makes a case analysis of the student who has significant changes.The results of the study show that before the experiment,the reading teaching in Kunlun senior high school is mainly based on the traditional translation teaching method,and the students' English learning interest and overall English level is low.However,after the implementation of experiential reading teaching,students' learning interest,motivation and learning efficiency are improved.Through the case analysis,the author finds that experiential teaching can especially help those students who are not good at English and have low interest in learning.And the results of post-test data show that the average score of English reading in EC is higher than that of CC,whichindicates that experiential teaching can help senior high school students improve their learning achievement.The practice has proved that experiential teaching is suitable for English reading teaching in senior high school.On the basis of this study,the author also draws some pedagogical implications: Firstly,in the process of teaching,teachers should not only pay attention to the cognitive factors of students but also lay stress on the emotional factors of students.Secondly,teachers should adhere to student-centered and respect individual differences.Thirdly,teachers should make full use of teaching resources to create appropriate teaching activities for students.Fourthly,teachers should insist on developmental assessment and process evaluation.At the end of this paper,the author summarizes the shortcomings of this study and puts forward the prospects for future research.