Experimental Research On PBL-Oriented High School English Reading Teaching

English reading plays an important role in senior high school English teaching which also serves as one of the basic skills of listening,speaking,reading,scanning and writing,and acts as an important tool for obtaining information and communicating.However,the current teaching method is still traditional.While the teacher is the leader of the class and instills knowledge into students,students always accept it passively,resulting in the unsatisfactory effect of English reading teaching.The project-based teaching method(PBL)is student-centered and takes the form of group cooperation,which leads students to apply the structured knowledge learned in class to solve practical problems in daily life.This study applies the PBL teaching method to English reading class in senior high school,aiming to explore the feasibility and effectiveness of the PBL teaching model.Based on Constructivism Theory,Cooperative Learning Theory and Multiple Intelligence Theory,this study explores the application of PBL in senior high school English reading teaching.This study aims to solve the following problems:(1)Can PBL improve the interest and motivation of high school students in English reading?(2)Can PBL improve high school students’ English reading performance? This study took 60 students in Class 5 and Class 6 of Senior 2 in Zhengzhou Foreign Language School as the research object.The experimental class(Class 5)adopted PBL,while the control class(Class 6)adopted the traditional teaching method.A two-month study was conducted from August to October in 2022.The author uses a combination of qualitative and quantitative research methods,including literature research,teaching experiment,questionnaire survey and interview methods,and SPSS software was used for statistical analysis of the data and results collected in the experiment.The results are as follows.(1)Through questionnaires and interviews,it can be concluded that PBL can significantly improve the interest and motivation as well as learning strategies of senior high school students in English reading.(2)Through educational experiments,it is concluded that PBL can significantly improve senior high school students’ English reading performance.Through an 8-week teaching experiment,the author also explored five basic steps of application: establishing a theme-making a plan-implementing the project(in class+outside class)-displaying results-evaluate and reflect.The author also showed a complete lesson case.Moreover,the author explored the evaluation criteria of the project results,and made forms of evaluation including: student self-evaluation,group-evaluation and teacher’s evaluation.From the perspective of teachers,this study gets some inspiration about the application of PBL: teachers should change their roles;recognize the important value of PBL and enrich theoretical study;help students develop interdisciplinary awareness;provide students with optimal resources;attach importance to students’ formative evaluation;concentrate on students with poor scores.The author also reflects on the shortcomings of the research: the number of research samples is small;the research time is not enough and the research methods need to be improved.