A Study On Effective Reading-Teaching Strategies Of Senior High School Efficient Classroom Based On The Notion Of "Post-method Era"

The English Curriculum Standards for Senior High Schools(2017 version)emphasizes that text is the main carrier of students’ linguistic and cultural knowledge,providing a platform for the development of students’ language skills and values.Moreover,the large proportion of reading classes in each unit reflects its importance.However,with the further construction of high-school English reading efficient classroom,a series of problems have appeared,such as weak self-learning awareness in the preview session;low consciousness of the peer cooperation in the discussion section and inadequate comments in the evaluation section etc.,which hinder the efficiency of teaching process.It is found that since the 21 st century,China has entered a "post-method era" in theoretical and practical research in which the notion proves that learners,educators and teacher educators should have autonomy characteristics and proposes three basic parameters and ten macro-strategies.This concept and the efficient classroom model of English reading have been born one after another representing relevance of the times.Meanwhile,it both highlights the autonomous learning essentially and embodies the characteristics that transcend traditional English teaching.Nevertheless,the survey shows that many high school English teachers have limited understanding of this concept.Therefore,the author applied the notions of "post-method era" to English reading efficient classroom in S high school of H city,intending to help middle school English teachers understand the concept,connotation,production process and main content of "post method age".Based on the study of theory and practice,connected to the current curriculum standards teaching objectives,the study devotes to exploring the effective teaching strategies suitable for S high school English reading efficient classroom and to enriching the notions.The teaching experiments are conducted with S high school experimental classes and guided classes in terms of classroom observations,student questionnaires,semi-open interviews with teachers,and research methods for reading and analyzing data before and after the experiment.Research shows that the "post-method era" notions solved the problems in the preview,discussion and evaluation session,and proposed six effective strategies: lessening disparity of notions between those of the teacher and students,increasing student intuitive senses of English,maximizing student opportunities to learn,encouraging consultative interactive acts between theteacher and students,and fostering student awareness of trans-cultural communication etc.