| English reading plays an important role in senior high school English learning.It is not only one of the five basic language skills in English learning,but also the main way to acquire knowledge and information.More importantly,in 2017,The National English Curriculum Standards for Senior High Schools put forward core competences of English learning,which proposes higher requirements for the development of students’ thinking quality.English reading,a very active and complex cognitive process,can be used as an important way to cultivate students’ thinking quality.However,in the actual English reading teaching,teachers overemphasize the explanation of language knowledge points,ignore the overall grasp of the discourse structure,and fail to pay attention to the development of students’ thinking quality,which lead to the serious phenomenon of fragmentation in English reading teaching.This kind of situation needs to be settled urgently.Graphic organizer is a kind of visual thinking tool with many kinds of forms.There are many graphic organizers that can be used to sort out the discourse structure of the text and make the information and knowledge of the text clearer.In reading teaching,they can help students to construct the text structure,clarify their reading thinking,and deepen their understanding of the text.Therefore,this research attempts to apply the graphic organizer to the actual English reading teaching in senior high schools,in order to explore whether the graphic organizer can improve students’ English reading comprehension ability and affect students’ English reading attitudes.This research conducts a three-month comparative teaching experiment in two parallel classes in a senior high school,which means applying graphic organizers to English reading teaching in the experimental class while implementing the traditional reading teaching in the control class.The main research instruments used in the experiment are tests,questionnaires and interview.This research aims to solve the following three problems:(1)Does the application of graphic organizers to English reading teaching improve students’ reading comprehension ability?(2)Does the application of graphic organizersto English reading teaching affect students’ attitudes towards English reading?(3)To what extent do graphic organizers affect students’ reading comprehension ability and attitudes towards English reading?In the process of the experiment,this research collected and analyzed the data of the test papers,questionnaires and interview,and drew the following conclusions:(1)the application of graphic organizers can improve the students’ English reading comprehension ability.Especially,students’ reading comprehension ability of summing up and summarizing and reasoning judgment of the text is improved significantly,while students’ reading comprehension ability of detail comprehension and words guessing is slightly improved;(2)the application of graphic organizers has a certain impact on students’ reading attitudes,in which students’ reading interest and initiatives for English reading have been improved,and their reading habits have been improved,especially when they read,they can use charts and other forms to comprehend the text,and pay more attention to the type and discourse structure of the text.Through the experimental results,this research verifies the effect of graphic organizers in English reading teaching.Therefore,the author puts forward some suggestions for English reading teaching in senior high schools from the perspectives of teachers,students and English teaching.At the same time,there are also some limitations in this research,such as short time,small scale,limited academic level and teaching experience.These all will provide some useful references for the future application and the further research of graphic organizers to English reading teaching in senior high schools. |
