An Experimental Study On Critical Reading Teaching Based On Key Competencies In English Subject

The core of the school reform lies in the curriculum reform,and the core of the curriculum reform lies in the classroom reform.Therefore,the implementation of the Key Competencies in English Subject mainly depends on the classroom teaching.Besides,the effectiveness of classroom teaching mainly relies on the classroom teaching method.The reading teaching is the most important part of all the classes in English learning in senior high school.However,in recent years,the regular reading teaching model can't completely meet the requirements of the General Senior High School English Curriculum Standard.The General Senior High School English Curriculum Standard(2017 edition)put forward four-dimension key competencies in English subject: language competence,thinking quality,cultural awareness and learning ability.The proposal of the key competencies has laid a solid foundation for the author's research.Therefore,this thesis is based on the constructivism learning theory and English Curriculum Standard,and from the perspective of English Key Competencies to discuss the following three questions:1.Based on the senior high school English teaching,how do teachers use the “IPIEC”Critical Reading Teaching Model to improve students' reading comprehension ability?2.How can students' critical thinking ability be improved by the “IPIEC” Critical Reading Teaching Model?3.What are students' attitudes towards the “IPIEC” Critical Reading Teaching Model?In this thesis,the author chose Class3,Grade2 and Class 4,Grade2,in Jincheng XX Senior High School,as the subjects to carry out the experiment which lasted three months.Before the experiment,in order to know about students' reading comprehension ability and critical thinking ability,students of two classes were tested in the reading comprehension test and continuation task test.During the experiment,in order to make a comparison between two classes,Class 3 of Senior two is used as the experimental class to carry out the “IPIEC”Critical Reading Teaching Model to cultivate students' reading comprehension and critical thinking ability and Class 4 of senior two is used as the controlled class to maintain the traditional teaching method.After the experiment,in order to test whether the “IPIEC”Critical Reading Teaching Model can cultivate students' reading comprehension abilitycritical thinking ability,and know what the students' attitudes towards the “IPIEC” Model,the author adopted the reading comprehension test,continuation task test and interview to verify it.And then,the collected data were compared and analyzed by SPSS 24.0.Through the analysis of the experimental data,the author mainly draws the following conclusions:(1)the“IPIEC” Critical Reading Teaching Model can improve students' reading comprehension ability,especially in improving their analytical and inference ability;(2)the “IPIEC” Critical Reading Teaching Model can improve students' critical thinking ability,which mainly can mainly be shown in the deeper text interpretation and creative plots;(3)According to the interview,it can be concluded that students' enthusiasm of reading in EC is greatly increased by using the “IPIEC” Critical Reading Teaching Model and most of the students in EC are satisfied with the “IPIEC” Critical Reading Teaching Model.Therefore,the results can demonstrate that the “IPIEC” Critical Reading Teaching Model play an actively practical role in implementing the Key Competencies in English Subject.