Study On The Application Of Network Resources In English Reading Teaching In High Schools

The “English Curriculum Standard” presents that computers and network resourcesshould be fully utilized in teaching. As one of the important course types in Englishteaching, English reading teaching plays an important role in measuring teachingquality and effects. At present, a great number of problems exist in high school Englishreading teaching: the teaching methods are outmoded; students learn without initiatives;teachers mainly focus on grammar, language points and ignore the cultivation ofstudents’ reading skills and strategies, etc. Compared with the traditional Englishreading teaching classes, the teaching methods in those network-resources-assistedones is much more abundant. With the help of multimedia and the Internet, Englishreading teaching contains more teaching contents, stimulates the students more visually,and cares for more individual requirements from students.As to the research on the application of network resources in English teaching,even the reading teaching, most domestic researchers concentrate on the developedareas. Few related researches cover the areas that are less developed and in low teachingquality. Accordingly, on the basis of reading a great deal of relevant literature, theauthor chose300students and30teachers from Fuling No.5Middle School and FulingExperimental Middle School as the research objects. Firstly, in order to know the highschool teachers and students’ comments on network-resources-assisted reading teaching,the author did the interview and questionnaire investigations towards the researchobjects from both schools. Then, the author had the teaching experiment between Class9and12, Grade10, Fuling No.5Middle School, aiming to obtain some newinformation about the application of network resources in reading teaching in the lessdeveloped area. Class12, which experienced the network-resources-assisted readingteaching—applying to the teaching Blog made by the author, was treated as theexperimental class; while Class9, the controlled class, was given traditional teaching. Inthe beginning, the author had a pre-questionnaire and a pte-test to know the students’general opinions on the teaching experiment and their reading proficiency before it. Inthe end, the author had a post-questionnaire with the same content and a post-test togain the changes in students’ opinions on the reading experiment and its teachingeffects.Through the contrast analysis between the teachers’ interview and students’ questionnaire results during the teaching experiment, the author found: be unfamiliarwith and lack trust towards network resources; look forward to the prospect of networkresources while being unconfident about network-resources-assisted reading teaching;the current method to combine network resources and reading teaching cannot meetsudents’ requirements; the vocabulary teaching in reading teaching is single, boring andignores the cultivation of reading skills. With the teaching experiment results’ analysis,the author found: the stimulation for students’ ability in applying network resources toreading learning is insufficient; there is great distance among students’ applicationability; great disparity exists among reachers in different levels and thay have difficultyin choosing suitable network resources; no obvious improvement appears but thedistance in scores reduces after the teaching experiment; students’ interests, confidenceand attitude towards reading learning get a positive rise. On the basis of these findings,the author puts forward some corresponding suggestions. As to teachers and students’comments on network-resources-assisted reading teaching, the author suggests:strengthen teachers’ communication with those in high level network-resouces-assitedteaching areas and make full use of the most familiar network resources to students;promote teachers’ confidence about network-resources-assisted reading teaching andenhance the network-based collaborative learning among steudents; make great effortsto establish the network-based English reading teaching platform and encourage thestudents to have network-based post-class extensive reading; help students be explicitabout the significance of the cultivation of reading skills via network, especially theenrichment of the teaching methods for vocabulary and grammar. As to the teachers andstudents’ application of network resources in reading teaching, the author suggests:reinforce students’ automatic reading learning based on resources; direct students’network-based reading learning by taking advantage of grading and progressive stratege;teachers in different levels should strengthen mutual exchanges, improve the ability innetwork resources identification and application; continue to reduce the individualdifferences and boost the average score; keep on developing and deepening thenetwork-resources-assisted reading teaching experiment.