Study On The Teaching Strategy Of High School English Reading Based On Effective Teaching Theory

Due to the rapid development of the globalization of the world economy today,the speed,depth and breadth of information exchange have been greatly improved.As the most widely used language in the world,English has become increasingly important in daily communication and work.In order to meet the society's demand for English mastery,English teaching has been undergoing changes and innovations for a long time,and reading is an important part of the four major items of English listening,speaking,reading and writing.Reading ability affects people's intake and understanding of information which is an important foundation for learning.In high school,the improvement of English reading ability is also a key module in high school English teaching.This paper mainly discusses the establishment of effective teaching design with reading as the center,aiming to study the current situation of English reading teaching in senior high schools.In combination with experimental research methods,it attempts to discuss the following three issues: 1.What are the current problems in high school English reading teaching activities?2.What are the causes of the problem of high school English reading teaching?3.How to effectively improve the teaching strategies of English reading in high school?Based on the above situation,on the basis of consulting a large number of literature materials,the author carried out this research by means of literature research,questionnaire survey and experimental research.Through literature research,this paper analyzes the relevant research literature of senior scholars on reading teaching strategies and effective teaching in senior high schools.Based on the theory of effective teaching and constructivism,this paper analyzes the research status of effective teaching and English reading teaching strategies at home and abroad.This paper investigates the current situation and existing problems of English reading teaching in a middle school in Hanzhong city by means of questionnaire survey,and explores the factors affecting the effectiveness of English reading teaching in high schools.Finally,two parallel classes were divided into the experimental class and the control class.Different methods were used to conduct the English reading teaching experiment before and after the test,and the changes of the total English scores,the average value and standard deviation of the reading scores of the two classes were analyzed.After three months of experimental research,the author found that based on effective teaching theory,constructing an effective English reading teaching framework can harvest more efficient teaching results.After three months of teaching,students in the experimental class not only improved their reading scores,but also improved their overall English scores and interest in learning.From the perspective of linguistic factors and non-linguistic factors,the effective English reading teaching framework basically solves the influence of linguistic factors.Because many non-linguistic factors are affected by the individual differences of students,they have not been completely solved.Therefore,through experimental research,combined with experimental results,combined with the impact of individual differences of class students,an effective English reading teaching strategy with students as the main body is formulated.For example: supplementing necessary background knowledge,paying attention to psychological and emotional factors,cultivating metacognitive reading strategies,behavior motivation strategies,and interpersonal communication strategies.Comprehensive application of multiple ways to improve students' comprehensive English ability and self-learning ability,let students learn knowledge from reading,feel culture,improve thinking,and truly feel the joy of learning.