| Problem-based learning teaching model,originated in the mid-1950 s in the U.S.,was first used in the field of medical education,and was proved to be conducive to stimulating students' interest in learning,learning autonomy,collaborative learning ability,and high-level thinking ability.Because of its unique superiority,the PBL teaching model has also received increasing attention in general education.In the mid-1990 s,PBL teaching model was introduced to China,and some Chinese experts and scholars have done a lot of work in introducing and promoting PBL,which stimulated the development of PBL in the domestic education field.However,most of the existing studies focused on university English teaching and mainly on theoretical studies,while few researches were conducted to investigate the effective application in secondary English teaching.As we all know,secondary education is a critical stage for students to learn English.According to English Curriculum Standards for Senior High Schools(2017 edition),English reading teaching at the senior high schools should attach importance to cultivating students' reading ability and thinking quality,such as logical thinking,innovative thinking.Therefore,it is of vital practical significance to apply PBL teaching model in senior high school English reading teaching.On this account,the present research aims to test its effectiveness,trying to answer the following questions:1.To what extent can the application of PBL teaching model in senior high school English reading classes help to stimulate students' reading motivation?2.To what extent can the application of PBL teaching model in senior high school English reading classes help to improve students' reading ability?3.To what extent can the application of PBL teaching model in senior high school English reading classes help to develop students' thinking quality?To this end,a 12-week teaching experiment was conducted in Anqing No.2Middle School with the hypothesis that the application of PBL teaching model can help to promote students' reading motivation,reading ability and thinking quality.Two parallel classes were sampled from 15 classes of Senior 2,with Class 12 as the experimental class(EC),and Class 6 as the control class(CC).PBL was implemented in the experimental class while the traditional lecture-based instruction was followed in the control class.In the process of the experiment,the data and information were collected through questionnaire,some interviews and tests,and SPSS 26.0 was employed to analyze the data: 1)Independent samples t-tests were carried out to check the differences in English reading motivation,reading ability and thinking quality between the EC and the CC before and after the experiment.2)Paired samples t-tests were used to examine the differences in the reading motivation,reading ability and thinking quality in the EC before and after the experiment.The results of the study indicated that: 1)The application of PBL teaching model has very positive effects on students' English reading motivation on the whole,both male and female students;Students' reading curiosity and reading participation was reported to have been significantly enhanced.2)The application of PBL teaching model has great impacts on student's English reading ability,especially for students in the low and medium-level groups.3)The application of PBL teaching model has distinguished influence on the students' thinking ability on the whole,both male and female students.PBL teaching model contributed much to the development of students' logical thinking,innovative thinking and critical thinking.It is suggested that the application of PBL teaching model in senior high schools is conducive to promoting students' English reading motivation,reading ability and thinking quality.However,the effective implementation of PBL teaching model involves many factors,such as the implementation approach,the teacher quality,educational setting,etc.It deserves further exploration with more elaborate experiments. |
PDF Full Text Request