A Study On The Effects Of Theme-Based Teaching Model On English Reading Comprehension Of Senior High School Students

English reading is not only the basis for learners to develop other English language skills but also an important way to cultivate English reading comprehensive ability of students.Therefore,English reading plays a crucial role in English teaching.However,there are still some problems in current senior high school English reading teaching,such as attaching importance to the explanation of vocabulary and grammar in reading articles and lacking teaching activities centering on the theme of the text.In addition,teachers generally occupy a dominant position and students passively accept knowledge,which do not lead to the effective improvement of students’ English reading comprehension ability.Therefore,exploring more effective English reading teaching models has become the focus of many scholars and teachers.Theme-Based Teaching Model requires that the selection of teaching content and the establishment of teaching objectives should revolve around the selected themes.Teachers should let students contact the real contexts,strengthen the emphasis on pragmatic competence,and promote students’ language output.And it should be suitable for students’ requirements,help students obtain meaningful language materials,and meet their future development needs.Based on Herber’s Three Levels of Reading Comprehension Theory,Krashen’s Input Hypothesis and Swan’s Output Hypothesis,this study applies Theme-Based Teaching Model to senior high school English reading teaching,aiming to explore the following three research questions:(1)What effects does Theme-Based Teaching Model have on senior high school students’ English reading comprehension achievements?(2)What effects does Theme-Based Teaching Model have on senior high school students’ English reading literal comprehension?(3)What effects does Theme-Based Teaching Model have on senior high school students’ English reading inferential comprehension and evaluative comprehension?This study adopts quantitative research and qualitative research,and the research instruments are English reading comprehension test papers(in which the achievements of detail comprehension questions test senior high school students’ English reading literal comprehension;the achievements of words’ meaning guessing questions,inferential questions,main idea questions and Five out of Seven test senior high school students’ English reading inferential comprehension and evaluative comprehension)and interview.All data were statistically analyzed by SPSS 25.0 after the experiment.The author selected two classes of grade one from a senior high school in Lanzhou as the research subjects,randomly divided them into experimental class and control class,and implemented a four-month teaching experiment.In the experimental class(40 students),Theme-Based Teaching Model was used to implement teaching,while in the control class(40 students),PWP reading teaching model was adopted.Finally,research results show that:(1)Theme-Based Teaching Model can improve senior high school students’ English reading comprehension achievements,and the improvement has a significant effect;(2)Theme-Based Teaching Model can improve senior high school students’ English reading literal comprehension,but it is not significant;(3)Theme-Based Teaching Model can improve senior high school students’ English reading inferential comprehension and evaluative comprehension,and the improvement has a significant effect.In addition,based on the results of the teaching experiment,the author summarized major findings and pedagogical implications of the study,analyzed the limitations of the study,and put forward suggestions for improvement in future research.