A Survey On The Teaching Models Of English Reading In Senior High School

The National English Curriculum Standards for Senior High School(2017 edition)requires students to understand the essence of the text and the logical relations,to extract main information and viewpoints.In the practice of teaching reading,various teaching models have attracted more and more attention from experts and scholars at home and abroad.Compared with western countries,there are relatively few researches on teaching models of English reading in our country,especially in senior high schools.The research aims to explore the selection of teaching models in reading lessons and the main factors influence the choices of English teachers to optimize the teaching models in senior high schools.The research is conducted a sixteen-week investigation on teaching models of English reading based on the schema theory.All the English teachers are the subjects.Questionnaire,classroom observation and interview have been adopted to answer two questions by data collection,analysis and discussion.(1)What models are frequently used in the teaching of English reading in senior high school?(2)What factors mainly influence the selection of models in the teaching of English reading for English teachers? First,the questionnaire is to analyze the teaching models that teachers frequently use.Second,eight English teachers from four advanced and four general classes are selected in Grade One and Grade Two on average as the participants of classroom observation and interview to explore the factors that mainly influence the teachers’ choices for teaching models.According to the students’ reading achievement of English midterm,the author selects a total of forty-eight students from the matching classes with excellent,middle and low grades.Two students of different levels in each class are selected for interview.The research findings have shown as follows.1.Teachers frequently apply the Task-based learning,PWP and Grammar translation to reading lessons.The CLT,ESA,and PPP model are also used in the teaching of English reading.2.Three aspects are stated about main factors.First,for teachers,the choices of teaching models may be influenced by the education idea,which is thoroughly understood and mastered by teachers who choose more favorable teaching models according to the situation of reading lessons,but the teachers with little understandable education idea prefer to select the teaching models they are familiar with rather than choose them that they seem not to have grasped.The professional quality of teachers is the key to the rational selection of teaching models.Second,from the perspective of teaching reading,the content of reading materials in the teaching of English reading is not static,but a process of dynamic development.The teaching objectives are no longer completely preset and immutable.They can be adjusted based on the content of materials,teaching activities and the level of learners,etc.Teaching activities are designed in known conditions such as teaching content,learners,teaching conditions,etc.At last,the selection of teaching models is influenced by the attitudes,reactions,the abilities of reading and writing,and grades of students.Based on the findings,the research takes substantial note of inspiring teachers to reasonably apply teaching models to English reading,constantly to explore and improve the components of the teaching structures,and to innovate the teaching models that meet the characteristics and requirements of the teaching of English reading in China.