A Study On Senior High School English Reading Teaching Model Based On Constructivist Learning Theory

Reading is an important part of senior high school English teaching.But in the current teaching situation,both teachers and students are facing their own problems.The teachers teach the students arduously,but only get half the result with twice the effort.The students are not interested in reading and their reading ability is hard to improve.The author tries to apply a new approach in English reading in order to improve the present teaching situation.Constructivist learning theory is the development of cognitive learning theory.It emphasizes the subjective position of students in the learning process and the guiding role of teachers.The theory holds the view that the acquisition of students' knowledge is based on their existing knowledge and experience,through an authentic situation,with the cooperation and interaction between teachers and classmates to construct the meaning actively.Therefore,this study combines constructivist learning theory with the practice of senior high school English reading teaching,aiming to explore the effects of constructivist-based English reading teaching model on senior high school students' reading motivation,reading strategies and reading ability.The study attempts to explore the following three questions:(1)What are the effects of constructivist-based English reading teaching model on reading motivation of senior high school students?(2)What are the effects of constructivist-based English reading teaching model on reading strategies of senior high school students?(3)What are the effects of constructivist-based English reading teaching model on reading ability of senior high school students?In order to answer the above research questions,the author selects two senior one classes in a senior high school in Jinan with 56 students in the experimental class and 54 students in the control class.The teaching experiment lasts four months.The experimental class is taught English reading based on constructivist learning theory,while the control class is instructed in the traditional grammar-translation teaching method.The experiment adopts questionnaires,tests,interviews and observations to analyze the effects of the constructivist-based English reading teaching model on senior high school students' English reading learning by comparing the results before and after the experiment.The data of tests obtained in the experiments are analyzed by SPSS23.0.Through the analysis of the experimental results,it indicates that the constructivist-based English reading teaching model has a positive effect on students' English reading learning in senior one:(1)it can activate students' English reading interest and improve their reading motivation(2)it is helpful to improve students' English reading strategies.Students study various reading skills and apply them to English reading.(3)it is conducive to improving students' English reading ability.This study proves that the feasibility of constructivist-basedEnglish reading teaching model.Furthermore,this study discusses some implications for senior high school English reading teaching,hoping to improve the present situation of English teaching.However,the author also finds that some difficulties and limitations still exist in the research process,which need to be adjusted and improved in combination with the practice of English teaching.