On The Influence Of "Reading—Sharing" Teaching Model On Senior High School Students' English Reading Interest And Comprehension Accuracy

English reading teaching is vital for senior high school English teaching.Reading is the main way for students to learn English and acquire knowledge.At the same time,it is also the focus and difficult point for students in the process of learning English.English reading accounts for a large proportion whether in textbooks or exams,so its importance is obvious.Many teachers,researchers and experts have paid close attention to it because of its importance.The 2017 edition of Senior high school English curriculum standard put forward higher requirements for reading teaching,and teachers should pay attention to cultivating students' reading ability and reading habit so that students can read individually.During the teaching process,while helping students to accumulate language knowledge,the teacher should also pay attention to stimulate students' learning interest and improve their desire for learning.Meanwhile,they should also cultivate students' cooperative spirit and enhance their understanding of culture.In recent years,“extracurricular reading” has been tried and used to promote English reading teaching in many high schools in China.There exist advantages and limitations while extracurricular reading is used separately.This study combined extracurricular reading and in-class sharing organically,and a quasi-experiment was conducted on the teaching model to verify the impact of that model in improving students' reading interest and accuracy.This study mainly answers the following two questions:(1)Can the “reading-sharing” teaching model improve students' reading interest?(2)Can the “reading-sharing” teaching model affect the accuracy of students' reading comprehension? The author took the English teachers and students in the first grade of a senior high school in Zhenkang County as the research participants,including 103 senior high students and 10 teachers.Among them,class224 was the subject of the experiment and class 225 was controlled class.Before the experiment,a questionnaire was conducted in the experimental class to find out the students' interest in English reading comprehension and their understanding and approval of the “reading-sharing” teaching model.After the experiment,aquestionnaire survey was conducted in the experimental class to understand the change of students' interest in English reading comprehension,as well as their opinions and recognition of the “reading-sharing” teaching model.During the experiment,the result of the students' English reading comprehension in two classes were obtained through pre-test and post-test,and pre-test results and post-test results in each class were compared.Meanwhile,the reading comprehension result of control class was compared with that of the experimental class,so as to test the influence of the “reading-sharing” teaching model on the accuracy of students' English reading comprehension.The experiment results showed that:(1)The average value of students' reading interest increased from 1.89 to 3.02,indicating that the students' reading interest is increasing,it has changed from less interest in reading to more interest in reading.It verified that the “ reading-sharing” model can improve students' reading interest.(2)The mean value of post-test reading scores of the experimental class and the control class were 19.34 and 17.26 respectively.The mean value of post-test reading scores of the two classes was increased compared with that of the pretest(mean value of the pretest experimental class was 16.68,the control class was16.60)which indicated that the accuracy of English reading comprehension of both classes has been improved after four-month study.The average pretest score of the experimental class was 16.68 while post-test average score was 19.34.It was obvious that the average post-test score was(2.660)higher than that of the pretest,indicating that the reading comprehension score of the students has increased after using the“reading--sharing” teaching model in class.The data showed that the difference between the two paired sample means reaches 2.660,the T statistic value was 6.865,the P value was 0.000,< 0.05,it existed significant differences in test results,which showed that the “reading--sharing” teaching model was conducive to the improvement of students reading comprehension accuracy.Besides,after the experiment,the author used the questionnaire again to survey the students' interest and attitude toward the “reading – sharing” teaching model,and the average value was 3.71,more than 3,which suggested the students approved the model.These results also verified the second research question of this study: the “reading –sharing” teaching model plays a positive role in improving the accuracy of students' reading comprehension.In addition,the study also found out that in the implementation of this model,teachers should pay attention to the choice of extracurricular reading materials and ensure the implementation of sharing in class,so as to maximize the benefits of this model.