A Study On The Effects Of Analysis Of Students On The Cognitive Ability Of English Reading To Students In Senior High Schools

The theory of analysis of students laid its base on the analysis of learners' learning situation to guide the instructional design,many scholars at home and abroad combine studies of the theory with the instructional design of various subjects.However,the study on analysis of students in the area of English teaching are usually qualitative research in relevant with the application of the theory in English teaching or suggestions for English teachers to better use the theory,lacking quantitative experimental data to evaluate the results.Teachers will benefit a lot from combining the theory with English reading comprehension because they can give full play to students' real-time feedback.Therefore,we can use reading proficiency scale to measure the improvement in teaching experiments.I try to take advantage of the breakthrough of analysis of students in English teaching,combining the theory of analysis of students with the teaching of reading in senior high,with empirical study to analyze the influence of the theory on students' cognitive ability of English reading.The purpose of this study is to explore how the application of the theory of analysis of students affect the cognitive ability of English learners in senior high.The research questions are conductive with three focus: 1.What changes have taken place in students' cognitive ability of identifying and extracting literal information in English reading? 2.What changes have taken place in students' cognitive ability of summarizing and analyzing literal information in English reading? 3.What changes have taken place in students' cognitive ability of criticizing and assessing literal information in English reading? In the experiment,101 students of two parallel classes in a middle school in P city are taken as the participants in the sixteen-week teaching experiment.Teachers put the in-class analysis of students in reading class in the experimental class,while the control class are taught under the traditional mode of reading.Based on the principles of developing the Reading Scale of China's Standards of English,I developed questionnaires for pre-test and post-test.Data in the pre-test and post-test are then collected and analyzed by SPSS 19.0,I further explicate results of the experiment combined with the results of semi-structured interviews in detail.The results of data collected from experiment show that,compared with the traditional teaching mode of English reading,students in the experimental class makemore progress than students in the control class in two dimensions--one is the ability of identifying and extracting the literal information,the other is the ability of summarizing and analyzing the literal information.The reason is that in-class analysis of students is helpful for students to understand the reading materials in a broader sense,and it can improve students' ability to catch the text information wanted.It is revealed that English teachers should combine the theory when conducting various classroom activities in reading class.As a result of the limited of the experimental conditions,there are some limitations for the experiment,such as the number of case studies to be improved,the selection of test papers is not rich enough etc.,which calls on further study.