A Case Study On The Consistency Of Englishreading Classroom Teaching,Textbook,Testing And Curriculum Standard In Highschool

The standard of high school English curriculum(test)(hereinafter referred to as "standard")is the baton of high school English teaching in China,which is of great significance to the classroom teaching,textbook compilation and testing.Reading is not only an important channel for English learners to obtain information,but also one of the necessary skills for students.Therefore,it is important to analyze the consistency of high school English teaching,textbook,testing and curriculum standard.Through the study of the consistency between the three aspects and the curriculum,this paper tries to solve the following three questions:(1)To what extent is the English reading teaching in the first semester of senior one consistent with the six reading skill standards of curriculum standard in terms of reading skills?(2)To what extent is the reading exercises in high school English textbook of PEP module one consistent with the curriculum standard?(What is the consistency between reading exercises and the six reading skill standards in terms of reading skills? What is the consistency between reading exercises and the curriculum standard in terms of the form of the questions?)(3)To what extent is the English reading testing in the first semester of senior one consistent with the curriculum standard?(What is the consistency between reading testing and the six reading skill standards in terms of reading skills? What is the consistency between reading testing and the curriculum standard in terms of the form of the questions?)Through the research,the teachers will be more reasonable to use the textbook during high school reading teaching,and further promote the improvement of reading testing.The objects of the study include: a teacher’s class reading teaching in the first semester of senior one in Chongqing,reading exercises in high school English textbook of PEP module one,and the reading questions part of monthly examination in the first semester of senior one in Chongqing.Referring to the six reading skill standards and the six reading requirements of 2017 college entrance examination English syllabus,which are defined in the theoretical foundation section,the author tries to find out whether theteaching,textbook and testing are consistent with curriculum standard.Qualitative analysis method is mainly used in combination with quantitative analysis.Specifically,the classroom teaching is analyzed from the reading skills developed by the teachers,and the reading exercises in the textbook and reading questions in the exams are analyzed and discussed from the reading skills and the form of the questions.Through the study,the following conclusions were drawn: the three aspects have a higher level of consistency with the six reading skill standards in the curriculum standard in terms of reading skills,but they are not exactly the same;in terms of the form of the questions,the textbook is consistent with the requirements of the curriculum standard,but there is a certain distance between testing and the curriculum standard.There are also some inconsistencies,such as certain reading skills are not developed or examined in the curriculum standard.Therefore,according to the shortcomings of this research,the author puts forward suggestions from three aspects: reading classroom teaching,teaching material compilation and reading testing.Finally,the limitations and future research directions of this study are explained.