Action Research Of The Experiential Teaching Method On English Reading Teaching In The Senior High School

With the new curriculum standard and the new college entrance examination reform mode in the new era,the society requires English language learners to improve their core competence.Reading,as a language medium that can further improve students’ ability to analyze and solve problems and cultivate students’ innovative thinking,in which the cultural information and thinking connotation contained in the text have not been valued.Teachers’ cramming method of teaching and students’ mechanical practices have caused students’ low participation in English reading classroom,no thinking interaction and so on.The experiential teaching method helps students to understand the text better by creating a specific scene or atmosphere,so as to guide students’ to have some type of emotional experience and help them to better combine the old knowledge with the new and better promote the language output of senior high school students in reading class.Based on the theory of Kolb "experiential learning cycle",this study refines experiential teaching into five specific parts with the problems of real high school reading teaching as the starting point and applies the five parts to the practical English reading class.This study uses questionnaire,interview,teaching observation,teacher log and action research to find out the problems in English reading teaching in senior high school,and to explore how to better implement experiential teaching in reading teaching.For this study,54 students from Class 3of Xiangtan *** senior high school were selected as the research objects and the study mainly around the following three issues: 1.What are the problems in English reading teaching in senior high school? 2.What are the effects of Experiential Teaching on students’ reading?3.How to better implement Experiential Teaching in high school English reading? The author takes the action research method as the main line of the whole research,and advances the whole research around the spiral form of “plan-action-observation-reflection”.The research consisted of two rounds,lasting two months: In the first round of research,the author found reading teaching problems by means of questionnaire,interview and teaching observation,and applied experiential teaching method to reading class in order to solve the teaching problems found before the study,improve students’ reading interest and activity participation,and help students read;the second round of action research was based on the problems summarized after the first round of research to adjust the program and teaching design of action research,and continue to explore the implementation of experiential teaching method in reading class.After the course,the author collected the relevant data such as questionnaire,interview,teaching observation before and after the study and analyzed the results through SPSS 25.0.After the end of the study,the author summarized and analyzed the data before and after the study,and summed up the current problems of English reading teaching in senior high school as three aspects: formalization of reading activities,low participation in the classroom,and neglect of emotional experience.Through the analysis and summary of interview,questionnaire and other data,the results show that the experiential teaching method can effectively improve the participation of students in the reading class,raise students’ reading interest,and help students to better understand the topic and content of the text.The author hopes that this study will provide a case reference for researchers and teachers who are interested in further exploring of experiential teaching method,and that is will help improve and develop English reading teaching in senior high school in the future.