| Reading is the accumulation of language knowledge,which can lay a good foundation for the learning of other language skills.High school students are burdened with heavy tasks and time constraints,so most of their reading learning is carried out in classroom,and an important part of reading classroom is to cultivate students’ reading ability.The English Curriculum Standards for General Senior High School(2017 Edition,revised in 2020)points out that teachers should supplement appropriate reading materials in reading classes to increase students’ knowledge and at the same time promote students’ personalized reading(independent reading),so as to promote advanced learning and improve their reading ability.However,at present,many high school English teachers are still stuck in traditional reading teaching,overemphasizing the construction of language knowledge and ignoring the deep meaning of materials,which leads to the stagnation of students’ reading ability(Shu Dingfang,2015).In hypertext reading teaching,students are encouraged to pay attention to article nodes(keywords),build links between nodes in the way of question chain,and create their own hypertext network.At the same time,hypertext reading provides various link texts and multimodal discourse in the form of internal and external links,which promotes students to personalize reading while expanding the depth and breadth of reading,so as to achieve the both text-based and text-transcendent reading effects and improve their reading ability(Huang Wenjing,2020).Therefore,under the guidance of Schema Theory and Cognitive Elasticity Theory,this study carried out hypertext reading teaching experiment to answer the following questions:1.How does hypertext reading teaching affect the improvement of students’ reading ability?2.From the perspective of link content,do background knowledge and new word explanation link text have the same effect on improving students’ reading performance?In this study,90 students from two classes of grade two in a high school in Weifang were taken as experimental subjects,and the hypertext reading teaching experiment was carried out at the same time.Both classes adopted hypertext reading teaching with the same teaching methods,teaching contents and teaching arrangements.Pre-experiment and post-experiment tests were used to specifically explore the influence of hypertext reading teaching on students’ reading ability and reading achievement.For the first research question,the two classes had the same test papers before reading,but in the post-reading test,the control class used ordinary text papers,while the experimental class used hypertext papers(provided with background knowledge,new word explanation link texts and pictures)for testing.For the second research question,the control class was tested with the new word explanation text test paper(provided with the new word explanation link texts),while the experimental class was tested with the background knowledge text test paper(provided with the background knowledge link texts),and the reading score was statistically analyzed after the test.The teaching experiment lasted for four months.After collecting and sorting out the reading tests,and comparing and analyzing the test scores before and after the experiment,the following conclusions are drawn:(1)Hypertext reading teaching improves students’ total reading ability and sub-reading ability(detail understanding ability,inferential judgment ability,main idea ability,word meaning guessing ability).The main idea summary ability of experimental class students has been significantly improved.(2)From the perspective of link content,the effects of background knowledge and new word explanation link text on improving students’ reading performance are not consistent.Hypertext uses the form of external links to provide background knowledge link texts to help students understand the main point of the article and eliminate reader ambiguity.Compared with the new word explanation link text,it can help students understand the article more,thereby helping students to improve their reading scores.Based on the above findings,this study puts forward five suggestions for teachers to implement hypertext reading teaching to improve students’ reading ability.(1)Highlight the dominant position of students.Teachers should take students as the main body,emphasize personalized reading,encourage students to base themselves on the text and go beyond the text.(2)Use hypertext to expand students’ background knowledge.Teachers should use hypertext links to appropriately supplement background knowledge texts to promote students’ understanding of the main idea of the article.(3)Play the role of hypertext nodes.Teachers can use the advantages of hypertext nodes,highlight the importance of keywords in the article,and help students recall the context of the article and sort out the structure of the article according to the article nodes(keywords).(4)Develop rich teaching resources and means of hypertext.(5)Use hypertext to promote deep reading.Teachers should use external links to supplement the text materials and encourage students to explore the deeper meaning of the text with the supplementary information. |
