An Action Research On Teaching Model Optimized By Outcome-Based Education In Senior High School English Reading

Reading is an indispensable cognitive activity in human society.It is also an important means for human beings to acquire knowledge and one of the ways to understand the world around them.For senior high school students,reading ability is considered as one of the basic skills in language learning.In the process of reading teaching,although teachers have spent a lot of time and energy on it,it is almost in vain.Neither did students' reading proficiency improve,nor did their reading attitudes change.Therefore,under the guidance of Outcome-based Education,this study focuses on optimizing the teaching model of English reading in senior high school,and is supposed to solve the following questions:(1)How is the English reading teaching model in senior high school optimized by Outcome-based Education?(2)Can the English reading teaching model optimized by OBE improve students' reading efficiency? What are the effects to students' reading attitudes and reading proficiency?Fifty-five students from a class of Senior 2,Tangxia Middle School took part in the three-round action research.The reading material is 20 reading passages from NSEC Book 5 and Book 6.The study lasted 20 weeks and was carried out according to the overall plan.Before the first round action(week 1 to week 3),the author identified the problems through pre-test,pre-questionnaire,pre-interview and classroom observation,and formulated a teaching plan.Then the first round action was carried out from week 4 to week 8 to investigate students' reading situation through teaching activities and classroom observation,after which a periodical test,a questionnaire and an interview were conducted to collect the data for analysis and find out the problems.With the reflections from the first round action,the plan was adjusted in the second round(week 9 to week 13).Classroom observation was also made to monitor students' learning behaviors and activity participation.The periodical test,questionnaire and interview were then carried out for reflections.After analyzing the problems of round 2,adjustments were made to optimize the teaching plan of round 3(week 14 to 19).A post-test,a post-questionnaire and a post-interview were conducted to analyze students' attitudes and learning effectiveness of the instruction.In this study,both quantitative and qualitative analysis were used to analyze the results of tests,questionnaires,interviews and classroom observation,which served as empirical data for the action research improvement.Among them,SPSS 21.0 was used to analyze the scores of tests to determine the changes of students' reading proficiency,and investigate the scores of questionnaires to compare students' reading attitudes before and after the OBE reading teaching model.Classroom observation was applied to obtain the data of students' daily performance in the class,while interviews were to attain high,middle and low level students' attitudes towards the OBE optimized model.The results of this action research made it clear that OBE English reading teaching model could improve students' reading proficiency by affecting students' strategies used in the class,which had a greater impact on two items: getting the main idea and guessing the words' meanings.It also made influence on three other items: getting specific information,making inference and speculating the writer's attitude.In addition,the results of questionnaires,interviews and classroom observation showed that OBE English reading teaching model improve students' reading attitudes,including self-efficacy,internal motivation and external motivation.