A Study On The Application Of English Reading Teaching Strategy In Senior High School —From The Perspective Of Bloom's Taxonomy Of Educational Objectives

Reading,as one of language input methods,plays a crucial role in second language learning,and therefore it is necessary for teachers to help students to improve their reading ability comprehensively,which includes vocabulary,grammar,reading strategies and forming good reading habits.However,there are still some shortcomings that exist in traditional English reading class in recent years.For example,teachers set teaching objectives only based on the New Curriculum Standard for Senior High School English(2017 Edition),which leads to vague and general objectives,so that they just teach English reading class in a single mode.Aiming at these problems,this research tries to combine Bloom's Taxonomy of Educational Objectives(BTEO)and senior high school English reading class together and to put forward some English reading teaching strategies based on BTEO,which focus on helping teachers to develop their course objectives more specific,which consist of two dimensions,knowledge and cognitive process.In this research,some questions are investigated:(1)What is the effect of English reading teaching strategy based on BTEO on class interaction?(2)What is the effect of English reading teaching strategy based on BTEO on students' English reading strategy?(3)What is the effect of English reading teaching strategy based on BTEO on students' English reading competence?The researcher chooses two classes which have parallel reading proficiency in Shenyang No.2 High School.One is the experimental class,the other one is the controlled class.Before the experiment,students in both classes are asked to complete a questionnaire.During the experiment,students in controlled class are taught by traditional reading teaching method,and those in experimental class are taught by English reading teaching strategies based on BTEO.After the experiment,through the analysis of the classroom interaction observation,questionnaires and tests,we could make following conclusions:(1)Reading teaching strategies based on BTEO could increase the proportion of students participating in classroom interaction in groups and students' control of interaction effectively.(2)Reading teaching strategies based on BTEO could help students to improve the usage of meta-cognitive,cognitive and social and emotional strategies dramatically.(3)Reading teaching strategies based on BTEO could assist students to perform better in reading comprehension,especially these abilities in terms of substitution and collocation.Meanwhile,some corresponding suggestions are provided for future research according to those results above.These suggestions are to extend the period of research and enlarge experimental samples.