A Study On The Application Of "ACTIVE" Dialogic Reading Teaching In English Class In Senior High School

Reading,as a crucial component of learning a language,plays an essential role in English teaching in senior high school.However,democratic and equal dialogic relationship among the teacher,students and texts is always neglected in the current classroom English reading teaching.Instead,more focus is put on knowledge,memory and results but less emphasis is laid on ability,creativity and processes of implementation.With the consistent development of new curriculum reform,a more effective reading is extremely urgent.Dialogic teaching encourages teachers and students to be with their personal emotion and experience in exchange of respective voices in class.The accomplishment of dialogue among teachers,students and reading text is by means of cooperation.Therefore,based on Paul Freire's Dialogue Theory and Learning Theory of Constructivism,the study is combined with reading strategies in Active Skills for Reading advocated by Neil J.Anderson to construct“ACTIVE” dialogic reading teaching and then apply it in English class in senior high school.According to literature review,the study connects dialogic teaching theory with Active Skills for Reading to explore the application of “ACTIVE” dialogic reading teaching mode in senior high school English class.In view of this,three questions will be discussed as follows:(1)What is the effect of “ACTIVE” dialogic reading teaching on students' reading motivation in English class in senior high school?(2)What is the impact of “ACTIVE” dialogic reading teaching on students' reading strategies in English class in senior high school?(3)How does“ACTIVE” dialogic reading teaching influence students' English reading achievements?A total of 100 students from two parallel classes(Class7 and Class 8)in Dalian NO.103 Senior High School is studied as subjects who participant in the teaching experiment for about4 months.Class 7 is controlled class,and traditional bottom-up reading approach is still taught.While “ACTIVE” dialogic reading is utilized for teaching in experimental Class 8.The researcher compares two questionnaires on English reading motivation and reading strategies of senior high school students in experimental class,as well as pretest and posttest on students' English reading scores in both classes to collect and organize data.The following results can be drawn through experimental research: the application of “ACTIVE” dialogic reading teaching strengthens students' English reading motivation in experimental class;reading strategies also get development;students' reading achievements in two classes have been improved,but reading scores in experimental class are even higher than controlled class and there is a significant difference.Finally,shortcomings of the experiment are summarized and some relevant strategies and suggestions are put forward in hope of inspiring and contributing to English reading teaching for the majority of senior high school English teachers.