An Experimental Research On The Influence Of Reading-strategy-Based Interactive Teaching Approach On Senior High School Students’ English Reading Performance

Reading strategy is the behavioral process that learners take to solve the difficulties in reading,it can affect learners’ reading efficiency to a large extent.However,in the practical English reading class,students are lack of sufficient strategy training.Most of the English reading classes are still teacher centered under the influence of the traditional teaching approach,which leads to the result that students receive the knowledge passively.Interactive teaching approach advocates students centered class and teachers pay attention to the interaction between students and students,students and teachers and students and the reading texts.This research put forward the reading-strategy-based interactive teaching approach on account of the current English reading teaching situation and the previous researches on English reading teaching and verified the research with objective experimental method.It attempts to provide some beneficial reference for English reading teaching of senior high school.The author chose 2 parallel classes of senior two(one is experimental class with 42 students,the other is control class with 42 students)from a school of Guangzhou as the subjects and operated the experiment for 18 weeks.At the beginning of the experiment,the author firstly carried out the pre-test and pre-questionnaire,then analyzed the results with the help of SPSS18.The author found out that the students’ awareness of using reading strategy is quite low.On finding this,the author tried to adopt the reading-strategy-based interactive teaching approach to English reading class,aiming to improve students’ awareness of using reading strategy.As to the control class,the author taught with the traditional bottom-up teaching approach.The objective of this study is to answer the two research questions: 1)Can reading-strategy-based interactive teaching approach improve senior high school students’ reading performance? If so,to what extent can it be improved? 2)What’s the influence of reading-strategy-based interactive teaching approach on different-level students’ English reading performance and their attitudes toward it?In view of the above questions,the author strictly applied the reading-strategy-based interactive teaching approach to English reading teaching in the experimental class.At the end of the experiment,the author carried out the post-test and post-questionnaire,and selected 5 students from each groups of the experimental class respectively to have an interview,aiming to evaluate the effectiveness of the reading-strategy-based interactive teaching approach and students’ attitudes toward reading.By qualitative and quantitative analysis,the author got the conclusions that: 1)The reading-strategy-based interactive teaching approach had effectively improved students’ reading performance and there was significant difference;2)It had different influence on students of different levels,the influence on high level students was greater;3)The students of experimental group generally held that readingstrategy-based interactive teaching approach better reflected students’ subjective initiative than the traditional teaching method.They also showed their willingness of actively applying reading strategy in future reading.On account of the above findings,this research proposes that reading-strategy-based interactive teaching approach can be adopted to English reading teaching to improve students’ reading performance.