An Investigation On The Current Situation Of Objective-Directed English Reading Instruction In Senior High Schools

Instructional objectives play a crucial role in teaching,which are both the starting point and the destination of teaching,play a guiding role in the activities of teachers and students in the classroom,and also provide directions for evaluation.The National English Curriculum Standards for Senior High Schools(2017 Version)clearly states that the goal of general senior high school English courses is to cultivate and develop students' English key competency and English reading instruction plays an extremely important role in the development of key competency.Therefore,in the design of reading instruction,integrating the cultivation of students' language ability,cultural consciousness,thinking quality and learning ability into the instructional objectives is the fundamental guarantee for achieving key competency.However,one of the core problems in the current senior high school English reading instruction is the incompleteness of instructional objectives,that is,paying more attention to the teaching of knowledge and the development of reading skills while ignoring the development of learning strategies,thinking qualities and cultural consciousness.The guidance and evaluation functions of instructional objectives cannot be well reflected and such reading instruction is far from meeting the requirements for the development of the students' English key competency.Based on this,the author takes the revised taxonomy of objectives theory of Bloom and the Bloom's teaching evaluation theory as the theoretical basis,and uses The National English Curriculum Standards for Senior High Schools(2017 Version)as the standards to explore the current situation of the design of objectives,the implementation and evaluation of objective-directed instructional activities in senior high schools English reading instruction.The research questions are as follows:1)What is the current situation of the instructional objective design in senior high school English reading instruction?2)Is there a match between the instructional objectives and activities in readinginstruction?3)During the reading instruction,are teachers conducting teaching evaluation based on instructional objectives?Taking a key middle school in Chongqing as an example,the author collected 30teachers' reading lesson plans to investigate their design of instructional objectives,used classroom observation sheets to analyze 30 reading lessons to investigate the current situation of objective-directed senior high school English reading instruction.In addition,30 questionnaires were collected to further investigate the teachers' views on instructional objectives,the writing of instructional objectives,the implementation and the evaluation of instructional activities.By analyzing the instructional objectives,classroom observation sheets,and the questionnaires,the author found that despite most of the English teachers in this middle school have recognized the guiding significance of the instructional objectives in reading instruction,however,due to a lack of systematic understanding of the National English Curriculum Standards for Senior High Schools(2017 Version)and the teaching evaluation theories,there are still some problems when teachers write objectives,such as unspecific positioning,unreasonable difficulty,and unmeasurable objectives.In the process of reading instruction,there are problems such as teachers neglecting to share objectives,disconnecting teaching activities from objectives,and lacking formative evaluation and reflection based on objectives.As a result,both the guiding and evaluating effects of instructional objectives on teaching activities are affected,and the effectiveness of objective-directed senior reading instruction is greatly reduced.Therefore,in order to improve the efficiency of senior high school English reading instruction and further promote students' key competency,teachers should pay more attention to objectives to deepen the reform of senior high school English courses and improve the quality of education.Although the research has achieved certain results,there are still some shortcomings in this study.For example,because of the short experiment time and the small sample,the research is not deep enough.Therefore,to make full use of the role of instructional objectives and improve the effectiveness of reading instruction,it is expected that future researchers will be able to reflect more accurate teaching situations and propose more effective countermeasures.