The Application Research Of Bisection Classroom Teaching Mode In High School English Reading Teaching

Mastering English reading skills are important parts of students' English learning.At the present stage,there is still a problem that needs to be solved in English reading teaching in high schools: reading teaching is mainly based on PWP(Pre-learning,While-learning,Post-learning)and due to teachers teach lectures step by step,students' feelings are ignored;more attention is paid to examinations,students' interest in reading cultivation of reading skills;outdated teaching methods,unable to keep up with the needs of students' development,and gradually making student's learning less motivated.As a new type of teaching mode,the PAD class(Presentation,Assimilation,Discussion)divides the classroom into three parts.At the same time,it meets three types of classroom learning methods: teacher lecture,student self-study and group discussion.This study applies the PAD class mode to the teaching of English reading in high school,focusing on the students,using the test method,survey method and interview method to explore the feasibility of this model and the effect of reading teaching,and try to answer the following three questions:1.Can the PAD class improve English reading scores for students in high school?2.Can the PAD class improve the English reading interest of students in high school?3.What are the factors that affect the effectiveness of the PAD class?The research subjects of this study were 80 students from Class 8 and 9 in Grade 1 of No.2 Middle School of Anqiu in Shandong Province.Among them,Class8 was experimental classes using the PAD class,and Class9 was the control classes using the traditional reading teaching mode,that carried out a three-month teaching practice.This study compared and analyzed the experimental data,and reached the following conclusions by using SPSS22.0 software: First,the pre-reading results showed that the two English levels were equivalent.In this case,the comparison between the test results of the experimental class and the control class,the comparison of the test results before and after the experimental class,and the comparison of the horizontal and vertical data showed that the results of the experimental class using the PAD class for reading teaching are significantly higher than the control class and indicated that the PAD class in high school English reading teaching is feasible and effective,which can improve students' English reading performance.Second,questionnaires are distributed to experimental class students before and after the use of the PAD class.It showed that the reading interest of the students after the use of the PAD class has been improved in the contextual interest to stimulation and maintaining and individual interest.This survey indicated that reading teaching combined with the PAD class can significantly improve students' reading interest.Third,by interviewing three students of different learning levels in the experimental class,the three factors affecting the effectiveness of the divided classroom implementation are analyzed and summarized.They are teacher's ability,student's ability and expression,and the design of the PAD class,which provided a preliminary research basis for the widespread implementation of this mode in the future.It is hoped that using the PAD class can enhance students' interest and reading initiative.It can help high school English teachers update their teaching concepts in a timely manner,reasonably adjust the existing teaching mode,and continuously improve the teaching quality of high school English reading.