The Effects Of Using Know-Want To Know-Learned Reading Model On The English Reading Comprehension Of Senior High School Students

As an important skill that students must possess in the process of learning English,reading is a crucial tool for students to obtain effective information.The English Curriculum Standards for Senior High School(2017 Edition)points out that English reading is a process in which students actively construct meaning.In order to improve students’ English reading comprehension,teachers should adopt appropriate teaching models.KWL reading teaching mode takes students’ “known-want to know-learned” as the main line and attaches great importance to students’ subjectivity to develop students’ skills of asking questions,thinking about problems and solving problems,which can fully stir up their reading interest and confidence.This study mainly explores the influence of KWL reading teaching model on reading comprehension in senior high.Based on constructivism theory,this study attempts to solve two questions: 1.What is the effect of using KWL reading teaching model on improving students’ reading comprehension in senior high? 2.To what extent do students’ reading comprehension components change according to the different level questions raised by students after the application of KWL reading teaching model?According to the research questions,this study adopts mixed quantitative and qualitative research methods.The control class and the experimental class which are in the same level have been selected in the No.3 Middle School of Xinjian District in Nanchang City,Jiangxi Province,to carry out the teaching experiment for about four months.In the case of controlling some factors,such as teachers,teaching contents and teaching time,two different reading teaching modes are adapted in the two parallel classes.The control class adopts the traditional PWP reading teaching mode,while the KWL reading teaching mode is adopted in the experimental class.The experimental research tools are pre-test and post-test open-ended questionnaires,pre-test and post-test and interview.The open-ended questionnaires are designed to answer whether the application of KWL reading teaching model can significantly change students’ reading comprehension components;the purpose of the pre-test and post-test is to study whether students’ reading comprehension ability has been improved;the application of interview is to further explore the applicability and effectiveness of KWL reading teaching model.At the same time,after data collection,the software of SPSS will be applied in the data processing and analysis to promote the completion of the study.According to the experimental data results,the reading comprehension test scores of the students in the experimental class are significantly improved compared with the students in the control class by using KWL reading teaching mode.At the same time,when KWL reading teaching is used for a period of time,students in the experimental class are more and more inclined to raise critical questions related to emotions,attitudes,values and social and cultural phenomena,while the details and general ideas of the articles are relatively reduced.By comparing the three questioning levels corresponding to the different reading comprehension abilities,students’ reading comprehension components have changed to a great extent.Their inferential and critical comprehension abilities have gradually improved.And they are more and more inclined to explore the deep meaning of the article.This shows that KWL reading teaching mode plays a positive role in cultivating students’ critical thinking ability and improving their questioning ability.Therefore,it has certain feasibility in high school reading teaching and can be applied to English reading teaching.Teachers should adopt different teaching methods flexibly in English reading teaching to improve students’ reading comprehension ability.