A Case Study Of High School English Reading Teaching Based On Multimodal Theor

The General High School English Curriculum Standards(2017)proposes that teachers should make full use of multi-modal teaching,and realize the multi-modality of discourse type and discourse presentation in language teaching.Reading is an important way for people to obtain useful information,and reading teaching plays a vital role in English teaching as the core of English language teaching.However,under the academic pressure,teachers ignore the combination of input and output in English reading,ignore students’ subjective initiative,and are not good at using pictures,audio,video,facial expressions,body movements and other media for reading teaching.In view of this situation,this study integrates multi-modal teaching into senior high school English reading teaching from the perspective of multi-modal discourse analysis theory and comprehensibility input hypothesis theory,so as to provide a reference for senior high school English teachers’ reading teaching design and promote English teaching to further enrich the research on multi-modal reading teaching in China.In this study,107 students and 4 English teachers were selected from two classes grade one of Y City H Middle School,and the research data were collected by teaching practice,questionnaire survey,classroom observation,interview and other qualitative research methods to explore the following three research questions.1.What are the problems of English reading teaching in H Middle School of Y City?2.How can teachers design senior high school English reading teaching based on multi-modal teaching theory to solve some problems in English reading teaching?3.What is the effect of senior high school English reading teaching based on multi-modal teaching theory in solving some problems in reading teaching?Through data collection and analysis,the author finds that:(1)In the current senior high school English reading teaching,there are three main problems: the neglect of students’ subjectivity,the lack of interest in teaching design,and the low classroom atmosphere.(2)Teachers should consider students’ subjectivity when designing senior high school English reading teaching based on multi-modal teaching theory,use multi-modal teaching methods to enhance classroom interest,appropriately adjust input resources,and improve teaching concepts and multi-media operation capabilities.(3)Multi-modal English reading teaching has obvious effects in improving students’ classroom participation,enhancing classroom interest,enlivening classroom atmosphere,and helping students deeply understand reading materials.This study provides practical experience and enlightenment for senior high school English reading teaching,and supplies a new idea and method for improving reading classroom participation and students’ interest.However,due to the limited knowledge and ability of the author,lesson study and the characteristics of multi-modal teaching,this study also has the limitations of insufficient research time,incomplete observation of teaching process,and strong contextual dependence on multi-modal teaching.