A Study On The Application Of Interactive Teaching Model In English Reading Teaching In Senior High School

As the foundation of language learning, reading is a major way to obtain information, andit is a precondition to cultivate communicative competence. Therefore, reading plays asignificant role in English learning. However, in most senior high schools, teachers still focuson language knowledge analysis, such as pronunciation, vocabulary and grammar.Furthermore, teachers always use Grammar-Translation Method in teaching reading.Traditional teaching models usually result in an inanimate class, and the students have tolearn knowledge negatively and passively. They have little interest in English learning. Theirreading ability is rather low. They only gain silent English without communicativecompetence. In order to break through the dilemma, teachers are constantly looking for morenew English teaching methods which meet the requirements of the National EnglishCurriculum.Interactive Teaching Model conforms to the trend of the times, and has become the moreadvanced teaching method in modern English field. In the present applied research of ITM insenior high school English reading teaching, reading is separated into four stages:activating-linking-consolidating-creating.The research is aimed to answer three questions: Can the application of ITM enhancestudents’ reading speed and accuracy? Can the application of ITM improve students’ readinginterest and competence? Can the application of ITM cultivate students’ sociolinguisticcompetence?The author chose102Grade One students of two art classes from Renqiu No.1SeniorHigh School as subjects. One class was taken as the control group which was taught by theteacher-centered traditional Grammar-Translation Method; the other as the experimentalgroup which was instructed in Interactive Teaching Model. The data collected throughreading tests, questionnaires and interviews were processed by SPSS13.0.After a16week experiment, the results of the study showed that Interactive TeachingModel has obvious advantages in the following aspects: it helped to improve students’reading speed and accuracy; it helped to motivate students’ reading interest, and increasedtheir self-confidence in English learning; it helped to strengthen students’ language sociolinguistic competence. The research proves that ITM in English reading teaching isfeasible and it has great significance in the development of English teaching in senior highschool.