An Empirical Study On The Application Of Student-centered Education To English Reading Teaching In Senior High Schools

Reading,as an important part in English teaching in senior high school,combines various basic English skills such as listening,speaking,reading and writing,thus making it a criterion for measuring learners' English learning ability.Meanwhile,it is the task of English teaching and plays a decisive role in English teaching and reading in senior high school.All these contribute to the fact that it is important to improve the ability of students' English reading as well as the quality of English reading teaching in senior high school.With the new curriculum reform carried out step by step,“student-centered” learning is gaining more and more popularity among senior high school English teachers.In spite of the fact that English teachers seem to have accepted this concept,few of them have adopted it in real English reading class.Traditional “teacher-centered” and “student-accepting” teaching model being the main teaching method in reading class,most students don't have access to active participation,let alone student-centered teaching and learning.In a word,both the traditional teaching method and students' poor reading ability make it necessary to activate the reading class and improve students' interest in learning English reading.Guo Sile,a professor from Huanan Normal University,put forward the concept that “All is for students,high respect for students and total dependence on students”,which has become a strong consolidation for “student-centered” teaching model.His main point is to make class be“learner-centered”.This,in fact,is correspondent with the New Standard Curriculum,which aims at improving students' comprehensive capacity by making the class “students-centered”.This thesis takes students from a famous senior high school in Jinan as the research objects.The author investigates and analyzes the present situation of English reading teaching,students' reading ability as well as the existing problems through the way of questionnaire.On the basis of such investigation and research,the author tries to combine the “student-centered” teaching model with reading and designs a complete teaching procedure in reading class.The author adopts “student-centered” teaching model and traditional teaching model respectively in the experimental class and control class to explore the feasibility and effectiveness of“student-centered” education in senior high school English reading teaching.Through the analysis of the questionnaires and scores of pre-test and post-test,the following conclusions aredrawn:1.“Student-centered” education can improve students' reading scores.The scores of both the pre-test and post-test show that students in the experimental class improve obviously while there is no such obvious change in the control class.In addition,there is no obvious differences between the experimental and control class before experiment.However,the two classes differ significantly after the experiment.The experiment class improves obviously.2.As an educational concept,“student-centered” education has many advantages.It can motivate students' reading interest,cultivate their ability of team cooperation,enhance their awareness of class participation,as well as their confidence in reading learning.In a word,the results show that it's feasible and effective to adopt “student-centered”education into senior high school English reading class and it does make a difference to reading teaching in senior high school.In order to put it into practice successfully,as an English teacher,one should keep pace with the times to update his teaching concepts,apply“student-centered” education into the English reading teaching procedure.As a student,one is supposed to become autonomous learner,finish tasks carefully and take an active part in class so that they can change their role from “passive-recipient” of knowledge into “active-inquirer”,thus making the class being the most efficient one and being students' own English reading class.