Research On The Teaching Design Of Senior High School English Reading Under The TPACK Framework

Reading is an important part of language learning.The English reading ability is a foundation of developing other language skills for English learners,so the cultivation of English reading ability has been the hot issue in the educational field.The teaching of English reading in senior high school plays a significant role in the English teaching system in China.The specific reasons are as follows: firstly,learning and mastering the stylistic features,textual structures and modes of expression about different reading materials can not only deepen learners' understanding of textual meaning,but also help them to express and communicate effectively;moreover,in the English test of college entrance examination,reading accounts for the largest proportion of scores,so English reading has become the focus in teachers' daily teaching.In most English reading classes,however,the teachers usually use the traditional teaching methods,which is generally composed of expanding vocabulary,reciting the grammatical structure of complicated sentences and translating the whole passage.This kind of conventional teaching method can not fully arouse students' interest in reading,but greatly inhibit their divergent thinking.With the rapid development of scientific technology,and the widespread popularization of the Internet,many educators have recognized the importance of information technology-assisted teaching and its effective impact on the learning process.Because the information technology plays a positive effect in the field of education,this research intends to apply the TPACK theory to English reading class,and hopes to fully motivate learners' reading enthusiasm,enhance their reading ability,and develop a good English reading habit by integrating the case analysis of English reading teaching design and optimizing the reading teaching process.In order to apply the TPACK theory to English reading teaching fully and efficiently,this study takes two parallel classes of Grade Two in Harbin No.9 senior high school as subjects.Through qualitative and quantitative analysis of questionnaire,reading test scores and interview results of subjects,the following problems are expected to be solved:1.Can TPACK theory stimulate learners' reading interest and motivation?2.Will TPACK theory have a significant effect on the improvement of learners' reading ability?3.Can learners accept,adapt to and apply TPACK theory for autonomous reading learning?After 12-week English reading teaching design experiment,analyze the experimental data and find that: firstly,the teacher applies TPACK theory to English reading teaching,which arouses students' interest in reading learning and corrects students' reading motivation;secondly,after students have accepted and mastered the basic TPACK knowledge,they gradually develop a series of independent reading and learning habits;finally,the students' reading ability has also improved greatly,and they are still willing to continue studying English reading on the basis of TPACK theory.The results of this study also provide some enlightenment for Senior high school English reading teaching.Although the original purpose of TPACK theory aimed at teachers' professional development,we should not neglect its effects on students' class learning.After this study applies TPACK theory to English reading teaching,under the guidance of teachers,students have gradually mastered the basic ability to use information technology,which has a positive impact on their learning attitude and learning effect.But because the research period is short and the subjects are not wide enough,we hope to gradually improve the integration of TPACK theory and English reading teaching design in the future concrete teaching implementation.