Research On Reading Teaching Design Of English Cognitive Apprenticeship In Senior High School

At present,English reading teaching design generally lacks reading literacy,which leads to many problems.Developing students' English reading literacy is an important issue in the current reform of English reading teaching in senior high schools.Since the end of 1980 s,cognitive apprenticeship has been given the important mission of changing traditional education,and has gradually developed into an important basic theory in today's learning science.Cognitive apprenticeship focuses on domain knowledge and thinking skills.Learners participate in the community of practice,interact and cooperate with specialists in a certain field to complete tasks of real significance,and then acquire cognitive skills and related characters for problem solving in this field.In view of this,this study explores how to design the reading teaching of cognitive apprenticeship in senior high school,promoting the reform of reading teaching and developing students' reading literacy.Based on the literature analysis and the existing problems in the current reading instructional design,this paper constructs a reading instructional design framework for English cognitive apprenticeship,which includes five elements: reading literacy,reading task,reading formative evaluation,reading community and metacognitive dialogue.Taking the teaching of the English original Snow Leopard Kingdom as an example,the study was conducted in two classes of Grade One,and the effective design method was sought through two rounds of action research.The first round of action research shows that the following points are worthy of recognition.First,based on the analysis of the whole book,the goal framework of reading literacy is constructed,and the reading teaching activities are designed as a whole.Second,follow the principles of truthfulness,openness and diversity,and design reading tasks.Thirdly,the formative assessment of reading is designed by embedding,so as to enhance self-monitoring awareness and improve reading input.Fourthly,design metacognitive dialogue in the reading community,deepen the communication among students,and improve reading motivation.However,the first round of action research also found that there is still room for further improvement in the design of the five elements.First,the design of reading literacy goals needs to be structured and logical.Secondly,the design of reading tasks should emphasize the guidance of thematic significance and pay attention to the cultivation of cultural awareness and thinking quality.Thirdly,the design of embedded reading formative assessment should highlight the multidimensional nature of assessment,pursue excellence and pay attention to the assessment based on output tasks.Fourthly,the effective operation of reading community needs to design reasonable rules and create a good community culture.Fifthly,the design of metacognitive dialogue should realize the communication between different subjects,establish dialogue rules and provide metacognitive tools to improve the quality of metacognitive dialogue.Focusing on the above improvements,the teaching design of Snow Leopard Kingdom was optimized and put into practice on the basis of the first round of action research.Finally,the following conclusions are drawn:The first and fifth elements design framework can be accepted by students in the teaching practice of original reading.Judging from students' classroom performance,interviews and reading logs,students hold a positive attitude towards such reading teaching.Secondly,guided by reading literacy,we should design the structural and logical reading teaching objectives as a whole,and trigger deep learning.Thirdly,guided by the theme meaning,the design of reading tasks should follow the principles of authenticity,interactivity and contextualization,pay attention to the links between task chains,and increase the diversity and complexity of reading tasks.Fourthly,the embedded formative evaluation design of reading needs to pay attention to multidimensional and three-dimensional features,and pay attention to the evaluation based on output tasks,so as to promote the improvement of students' reading literacy.Fifthly,the design of effective operation of reading community should be based on community philosophy,and reasonable rules and good community culture should be established.Sixth,provide metacognitive tools,design metacognitive dialogues among multiple subjects,emphasize authenticity,reflection,relevance and development,and promote deep learning.Seventh,based on the analysis of relevant data,it shows that the application of English cognitive apprenticeship reading instructional design in senior high school can promote the development of students' English reading literacy.Students' reading cognitive ability,metacognitive ability,reading character and values and beliefs about reading have been improved.This study also obtains the following enlightenment: First,the cognitive apprenticeship reading instructional design requires teachers to establish the belief of learning center,improve reading evaluation literacy,and strive to achieve discipline education;Secondly,the design should focus on cultivating students' independent reading ability and responsible reading attitude,and promote students' individualized and socialized development.Thirdly,to improve the quality of reading teaching design of cognitive apprenticeship,schools should establish and cultivate the research and training community of original reading teaching of cognitive apprenticeship,and promote the reform of English reading teaching.