A Study On Activity Design In Teaching English Reading In Senior High School Under The Guidance Of Multiple Intelligences Theory

As one of the effective ways of English learning,reading has always been the focus of senior high school English teaching,in which reading activity design has played an important part.According to High school English Curriculum Standards,teachers are required to cultivate students' comprehensive language ability,pay attention to students'individualized and diversified learning and enhance their comprehensive development.This is consistent with the stress of MI(Multiple Intelligences)theory put forward by Professor Howard Gardner in 1983,which focuses on individual differences and the development of various intelligences.Since it was put forward,MI theory has received a considerable attention among educators and scholars at home and abroad,who researched the application of the theory in various fields,including some theoretical and empirical studies combining MI theory with teaching of English reading.Among these domestic and foreign researches,few focused on the application of MI theory to activity design in teaching English reading in senior high school.Therefore,the thesis will focus on how to apply MI theory to designing activities in teaching English reading,aiming at providing some reference to improve the effect of teaching English reading in senior high schools.Firstly,questionnaires,test papers and individual interviews are seriously taken to conduct experimental research on 98 students in two classes of senior two in a high school in Tianshui City,Gansu Province before and after the experiment.The purpose of this study is to investigate whether the English reading activities based on the MI theory have a positive effect on improving students' English reading achievement,reading basic situation and the development of multiple intelligences.Among them,class 6 is the experimental class,and class 8 is the controlled class.Before the experiment,employing the questionnaires and test papers the author tests 98 students' English reading scores,basic English reading and multiple intelligences.Through the analysis of the survey results,the author finds that there is no significant difference between the experimental class and the control class in reading scores,reading basic situation and the overall level of multiple intelligences.Next,during the four-month teaching experiment,the author carries out a contrast teaching experiment between the experimental class and the control class,in which the author continues to adopt the traditional teaching method in the control class,while adopting the teaching method based on MI theory and carrying out various kinds of classroom teaching activities in the experimental class.After the experiment,the author will conduct a post-test on 98 students' English reading scores,basic English reading situation and multiple intelligences level.After data collection,the author uses SPSS20.0 and questionnaire star software to analyze the collected data.The experimental results show that the English reading test score of the experimental class is higher than that of the control class.Besides,the students' reading interest and self-evaluation of the experimental class are significantly higher than that of the control class.All the above can prove that the reading activities based on MI theory not only can stimulate students' interest in reading,improve their reading ability and self-evaluation,but can develop students' multiple intelligences and the improve the reading teaching quality.At last,the author conducts individual interviews with ten students on typical questions presented in the questionnaire.The results of the interview show that applying MI theory to the design of English reading classroom activities can effectively solve the problems of students' insufficient interests in English reading,and greatly enhance students' understanding of the importance of English and their initiative in learning.On the basis of this study,the author tries to put forward some concrete suggestions for optimizing the application of MI theory to activity design in teaching English reading in senior high schools,aiming to aid improve the quality of English reading teaching in senior high schools and promote the all-round development of students.