| English reading has always been a key teaching content in the English subject.Under the background conditions of the new era,the English Curriculum Standards for General Senior High Schools(2017Edition 2020 Revised)points out that modern information technology should be used to build an independent learning platform for students and guide them to carry out active and personalized inquiry-based reading learning activities in order to enhance their reading ability and expand their thinking.However,the current English reading teaching is still dominated by the conventional lecture method,and the advantages of information-based teaching are not fully reflected and developed due to the lack of scientific guidance and specific models to support it.Therefore,the study attempts to combine the flipped classroom and task-based teaching to build a task-flipped teaching model and apply it to the teaching of English reading in senior secondary schools,explores the effects of this model on the reading performance,reading comprehension ability and reading motivation of senior secondary English learners,with a view to providing reference for better achieving the teaching objectives of the English curriculum.Supported by blended learning theory,constructivism learning theory and cooperative learning theory,this study takes 90 students from two parallel classes in Grade one of K Middle School in Qiqihar,Heilongjiang Province as research subjects,with experimental method as the main research method and test,questionnaire and interview as auxiliary research methods,to verify the value of task-flipped teaching model and its effect on learners’ reading achievement,reading comprehension ability and reading motivation.The research questions of this study are as follows: Firstly,what is the effect of the task-flipped teaching model on the participants’ English reading performance? Secondly,what is the effect of the task-flipped teaching model on the participants’ English reading comprehension ability? This question includes the following four sub-questions: How did the task-flipped teaching model affect the subjects’ ability to summarize the main idea,guess the meaning of words,reason and judge,and extract details?Thirdly,what is the effect of the task-flipped teaching model on the subjects’ motivation to read English?This question was divided into the following four dimensions.How does the task-flipped teaching model affect the subjects’ reading self-efficacy,reading intrinsic motivation,reading extrinsic motivation,and reading social interaction motivation respectively.After thirteen weeks of experimentation,the researcher comes to the following conclusions: Firstly,the task-flipped teaching model is able to improve the subjects’ English reading performance.By analyzing the data from the reading comprehension test papers,the researcher concluded that the subjects in the experimental class improved their reading comprehension scores significantly more than those in the control class.Secondly,the task-flipped teaching model is able to improve the subjects’ English reading comprehension ability.The researcher also analyzed the data from the reading comprehension test papers and found that the subjects in the experimental class improved their ability to summarize the main idea,guess the meaning of words,reason and judge,and extract details more significantly.Thirdly,the task-flipped teaching model is able to improve the motivation of the participants in English reading.By analyzing the data from the reading motivation questionnaire and interviews,the researcher found that the four dimensions of reading self-efficacy,intrinsic motivation,extrinsic motivation and social interaction motivation all showed more significant positive changes in the experimental class.These findings demonstrate that the task-flipped teaching model is effective in improving learners’ English reading performance,English reading comprehension ability and English reading motivation.The pedagogical implications of this study are as follows: using digital teaching resources to realize the integration and mutual learning of information-based teaching and conventional teaching;combining a variety of learning methods to gradually improve students’ reading comprehension ability;listening to feedback to optimize the task setting and enhance students’ reading motivation. |
