An Investigation On The Current Situation Of English Reading Teaching In A Senior High School In Panjin From The Perspective Of English Core Competencies

In recent years,core competencies have become a hot topic in the field of basic education,and the change of teaching objectives of subject curriculum education has led to the reform of curriculum teaching.For English subject,the educational goal changes from the cultivation of basic knowledge and basic skills to the cultivation of the four dimensions of the core competencies.The reason why core competencies are so important is that they are the necessary characters and key abilities for students to adapt to the needs of personal lifelong development and social development in the process of receiving the corresponding stages of education.Among all the core competencies of all subjects,English core competencies play a very important role.They are composed by four dimensions,that is,language competence,cultural consciousness,thinking quality and learning ability.In senior high school English teaching,reading accounts for a large proportion.English reading teaching is an important part of English teaching in senior high school,and it is also an important link to improve students' English learning level.At the same time,English reading teaching is also an important way to cultivate students' English core competencies.So,what the current situation of English reading teaching is,what the situation of the implementation of English core competencies is,what problems still exist in realty,and how to solve these problems still need to be found and actively dealt with.Therefore,it is of great significance to investigate the current situation of English reading teaching in senior high school from the perspective of English core competencies.Based on the theory of humanism,constructivism,whole person education,and English core competencies,an investigation is made on a senior high school in Panjin,Liaoning Province.It takes two hundreds and twenty five students from five classes and five English teachers in the first grade as the research subjects,collects and analyzes the data through classroom observation,questionnaire and interview.The deep investigation on the current situation of English reading teaching in senior high school is made from five aspects: teaching content,teaching method,teaching process,teaching evaluation and students' feedback.The following questions are discussed in this study:(1)What is the current situation of English reading teaching in senior high school?(2)What are the problems of English reading teaching in senior high school from the perspective of English core competencies?(3)What are the causes of these problems in English reading teaching in senior high school?According to the investigation,the current situation of English reading teaching in senior high school can be shown: the teaching content is unitary,most of which is related to knowledge,but unrelated to students' interest;the teaching method is traditional,teachers mainly use grammar translation method;the teaching process is mechanical,teachers paymuch attention to language knowledge;the way of teaching evaluation is limited,evaluation terms are general;teachers occupy an absolute dominant position in teaching process,and the main position of students has not been paid attention to.The problems existing in English reading teaching in senior high school from the perspective of English core competencies are as follows: in terms of language competence,teachers mainly focus on the explanation of language knowledge but ignore the cultivation of language skills;in terms of cultural consciousness,teachers ignore the cultivation of students' cultural knowledge,cultural understanding and cross-cultural communicative consciousness and ability;in terms of thinking quality,teachers ignore the cultivation of students' logical,critical and creative thinking;in terms of learning ability,teachers ignore the cultivation of students' autonomous learning ability and positive learning emotions and attitudes.The causes of the above problems mainly include the following aspects: teachers' understandings of English core competencies are incomplete;teaching concepts are outdated;teaching materials are only textbook-focused.