| The new edition of the English Curriculum Standards for Senior High School emphasizes the transformation of teaching objectives from the cultivation of students' comprehensive language skills to students' English disciplinary key competencies.English reading literacy falls into the category of English disciplinary key competencies,which is assumed to include reading ability as well as reading character.And reading ability covers decoding,language knowledge,reading comprehension and cultural awareness,while reading character contains reading habit and reading experience.In recent years,based on English disciplinary key competencies,inquiry-based learning has gradually attracted the attention of English scholars.It refers to a learning method based on problem-solving,students independently explore answer and needed information.It mainly includes five teaching steps: Engagement,Exploration,Explanation,Elaboration,and Evaluation(5E,for short).In the past three years,more and more English scholars have attached importance to 5E inquiry learning and applied it to the practice of English reading teaching.They mainly focus more on the effect of this model on students' reading ability,but less on its effect on students' reading character.Based on constructivism and Jerome Seymour Bruner's cognitive structure,in this study,a combination of qualitative and quantitative analysis methods is used to implement 5E inquiry learning in senior high school students' English reading learning.This study attempts to analyze the influence of this learning style on senior high school students' English reading literacy,and puts forward some targeted teaching and learning suggestions to strengthen the cultivation of their reading literacy.The two research questions are formulated as follows:(1)How does inquiry-based learning affect senior high school students' reading ability?(2)How does inquiry-based learning affect senior high school students' reading character?In order to answer the above questions,this study selected 86 students from two natural classes in a senior high school in Yueyang City as subjects and conducted a 12-week empirical research.English reading learning based on inquiry learning was implemented in the experimental class and the conventional English reading teaching was implemented in the control class.Meanwhile,this study uses a variety of research tools such as English reading comprehension test,language knowledge test,cultural awareness test,questionnaire and interview to collect experimental data which statistically analyzed by SPSS 23.0 software.The study found that English reading learning based on inquiry-based learning has a significant promotion effect on students' English reading ability and a positive effect on students' English reading character.It is specifically reflected in the following two aspects:(1)The overall English reading abilities of experimental-group students have improved,but there exist significant differences between high-level and low-level students.High-level students have fewer changes,low-level students have most changes,and middle-level students fall between in this regard.(2)The reading habits of experimental-group students have developed significantly and the reading experience has been enriched.There have some students formed the habit of regularly reading original English books and a relatively stable reading frequency after inquiry learning,which improved their reading experience overall.The result of this study indicates that English reading learning based on inquiry-based learning promotes the improvement of students' reading experience as well as reading habits,improves their reading comprehension ability,comprehensive language skills and cultural awareness,and then sharpens their English reading literacy.Therefore,inquiry-based learning is practical and feasible in English reading learning in senior high school,and it has certain reference value and practical significance.What's more,it can bring enlightenment to the cultivation of students' English reading literacy. |
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