A Research On The Application Of PBL To High School English Reading Teaching

Project-based learning refers to a teaching method that students themselves design and complete learning projects under the guidance of their teachers.As a new teaching mode,it rolls the project,students and teachers into this mode,which is also the most phenomenal feature in this teaching method.In recent years,PBL has been widely used in vocational universities and colleges,which has been accepted by more and more students and teachers.However,such a method are less adopted in teaching of high school,English reading in particular.Therefore,educational experiment and questionnaire are used in this study to explore whether PBL can effectively affect students’ reading ability and the use of meta-cognitive strategy.This will set an example for front-line teachers carrying out project teaching in English teaching.In this thesis,the author studies and answers the following two questions:1.How PBL improve students’ reading ability compared with the traditional approach?2.What effects does the implementation of PBL have on the use of meta-cognitive strategy in students’ reading?In view of the above two research questions,61 students from Class 201 and Class 208 of Grade One at the No.3 Middle School in Xiaoyi are selected as the experimental class and the control class respectively.These two classes are parallel classes,and we ensure that they are taught by the same teacher(the author)and the same teaching materials(compulsory course one of high school English in pep edition).However,different teaching methods are adopted.The experimental class adopts PBL,while the control class adopts traditional teaching method.During the 14-week teaching experiment,the author tested the students’ reading scores and investigated the use of meta-cognitive strategy in the reading process before and after the experiment,and analyzed the relevant data with SPSS 23.0 software.The experimental results show that:(1)PBL can significantly improve students’ English reading ability.After the experiment,the average reading scores of the students are 31.52 in the experimental class and25.16 in the control class.After the independent sample t test,P =0.000<0.05 indicates that compared with the control class,the students’ reading ability in the experimental class are significantly improved.(2)PBL can effectively affect the use of meta-cognitive strategy in English reading.After the experiment,the average score of students’ meta-cognitive strategy is 3.788,whereas the average score of the control class is 3.318.After the independent sample t test,P=0.000<0.05 indicates that compared with the control class,the students in the experimental class significantly enhanced the use of meta-cognitive strategy.Then,the homogeneity test of variance for all dimensions of meta-cognitive strategy before and after the experimental class finds out that: planning strategy P=0.018<0.05;selective attention P=0.152>0.05;monitoring strategy P=0.00<0.05;evaluating strategy P=0.00<0.05,which indicates that PBL has an important impact on the use of students’ planning strategy,monitoring strategy and evaluating strategy,but has no impact on the use of selective attention.Through the analysis of the above results,the conclusion of this study is drawn:1.PBL can improve students’ English reading performance.2.PBL has an overall impact on students’ use of meta-cognitive strategy in English reading.In terms of dimensions,it has a significant impact on students’ use of planning strategy,monitoring strategy and evaluating strategy,but has no impact on the use of selective attention.In view of the above research conclusion,the author puts forward many specific suggestions on how to implement project teaching in English teaching.