The Application Of Problem-based Learning To English Reading Teaching In Senior High School

Problem-based learning(PBL)is a student-centered and problem-oriented teaching method.What's more,PBL has a close relationship with autonomous learning and cooperative learning mode in which students do autonomous reading before class and complete tasks in class through questions,thinking,cooperation and evaluation,so as to stimulate their interest in learning and cultivate their awareness of problems,cooperation,and autonomous learning ability.English Curriculum Standards for Senior High School(2017)not only highlights the importance of reading ability in the language learning process but also emphasizes on students' autonomous learning ability and the cultivation of the quality of thinking.However,in traditional reading teaching,students are still passive to accept knowledge more,having less chance to explore independently,which does not agree with the cultivation of students' thinking quality and learning ability put forward by English Curriculum Standards for Senior High School(2017).The study tries to apply PBL to Senior high school English reading teaching to improve students' problem awareness and autonomous reading ability.This study mainly answers the following three questions:(1)What impact does PBL have on the English reading achievement of senior high school students?(2)What is the impact of PBL on autonomous reading ability of senior high school students ?(3)What is the attitude of senior high school students towards the use of PBL in English reading teaching?Based on the relevant theories of problem-based learning,this research adopts experimental method,questionnaire method and interview method.The experimental subjects were 56 students from class 5,Grade 1 of NO.3 Senior High in YiNing city.During the experiment,the students of the experimental class participated in the experiment of PBL.The 53 students in the control class continued their regular English reading teaching.SPSS19.0 pedagogical statistical software is used to compare and analyze the scores of the two classes before and after reading and the results of the questionnaire.Experimental and questionnaire data show that :(1)The application of PBL to English reading teaching in senior high school can improve students' English reading comprehension.After PBL was adopted in the experimental class,the average score of English reading was improved compared with that before the experiment,and it was also significantly different from that of the control class.(2)PBL has a positive impact onSenior high school students' autonomous reading ability.By comparing the consequence of the questionnaire before and after the experiment,the data shows that with the development of PBL,students' autonomous reading ability has improved in reading motivation,reading plans and goals,self-monitoring,reading strategy and self-evaluation.(3)The results of questionnaire and interview show that PBL can stimulate students' interest in English reading and help them to develop their awareness of problems and cooperation.Also,The students' attitude towards this method is positive.Applying PBL to English reading teaching is of great help to Senior high school students' English reading ability and autonomous learning ability.Learners solve problems through independent exploration and cooperative discussion,so as to deeply understand the hidden knowledge behind the problem and form the ability of problem solving and autonomous learning.This method can stimulate students' enthusiasm for English learning and has a positive impact on promoting and improving English reading teaching in senior high schools.