Action Research On English Reading Teaching Of Senior High School Based On Dynamic System Theory

With the development of the information age,the channels for high school students to obtain knowledge and information through reading are changing constantly.English reading ability is an important part of the four basic skills of listening,speaking,reading and writing.On the basis of consulting the teaching literature of senior high school reading at home and abroad,the author finds that the traditional English reading teaching has such problems as limited access to reading materials,low mastery of reading strategies and relatively limited learning environment.In order to improve students' English reading ability,promote students' reading speed and improve their reading interest,this study conducts high school English reading teaching based on the theory of dynamic system.Based on the theory of dynamic system,this study,from the perspective of English reading teaching of high school students,takes a class of senior one in a high school in Changsha as the research object,and uses the method of action research and literature research to conduct qualitative research.Through questionnaire survey,interview,test and other means to analyze and feedback the research results.This paper mainly discusses the following two issues: 1.How does the dynamic system theory guide the teaching of English reading in senior high school? 2.How to adjust the teaching plan and program after each round of action research?According to the research questions,the author carried out two rounds of action research.The specific operation steps are as follows: 1.Preparation before action research: 1)students read the initial state test.2)questionnaire survey to understand students' reading confusion.3)formulation of the first-round action research program.Based on the dynamic system theory,this paper makes a plan to improve the teaching of high school English reading from three aspects: learner factor,language factor and environment factor.2.Concrete implementation of action research: from three aspects 1)learner factors: a.selection of reading materials.b.cultivation of reading strategies.2)language factor: pay attention to the differences between Chinese and western languages,and analyze the differences in terms of vocabulary,sentence structure and thinking mode.3)Environmental factors: a.creation of reading class activities.b.Establishment of multi-mode English reading teaching environment.Based on the first round of action research,four problems arising from the first round of action research are summarized as follows: 1.Teachers conduct English reading teaching centering on themselves in class,ignoring the dominant status of students.2.The teaching method of reading is single,and students' interest is not stimulated.3.Teachers fail to pay attention to individual differences of students.4.Students' extracurricular reading amount is less than the prescribed vocabulary input.According to these four problems,the second round of action research was carried out by adjusting the teaching plan in time: 1.Change the roles of teachers and students to promote feadback teaching.2.Update the classroom teaching methods and optimize the teaching of English reading.3.Pay attention to learners' individual differences and pay attention to students' dynamic development.4.Increase extracurricular reading and improve the input of English reading.After the two rounds of action research,the comparative analysis of the two rounds of action research was carried out through questionnaires,interviews and tests.The results show that most students' interest in English reading has been improved and they can adopt corresponding English reading strategies according to the reading materials.The teaching of English reading in senior high school under the guidance of dynamic system theory is helpful for students to master the strategies and skills of English reading.The focus on the differences between Chinese and western languages has promoted most students' understanding of English reading materials.The construction of a student-centered classroom environment provides students with a democratic stage.The multi-channel extracurricular environment provides students with abundant extracurricular English reading materials.The provision of reading materials broadens their horizons.This study is of practical significance to the teaching of English reading in senior high schools.