A Study On The Application Of Post-reading Activities In Senior High School English Reading Teaching

Reading,as an important part of listening,speaking,reading and writing skills,has an impact on learners’ foreign language acquisition.In order to make learners meet the requirements of reading in National English Curriculum Standards for General High School(2017 Edition),educators actively try various reading teaching models to improve students’ reading ability.Post-reading activities models is one of them.Guided by Bloom’s taxonomy of educational objectives,this study aims to explore the feasibility and effectiveness of the post-reading activities designed according to Bloom’s theory in senior high school English reading teaching by designing a series of post-reading activities.This study focuses on three issues: 1)What is the impact of post-reading activities on students’ mastery of vocabulary language knowledge based on Bloom’s taxonomy of educational objectives? 2)What are the effects of post-reading activities on students’ mastery of comprehensive and expressive language skills based on Bloom’s taxonomy of educational objectives? 3)What is the impact of post-reading activities on students’ reading scores based on Bloom’s taxonomy of educational objectives?Two parallel classes in the first grade of a senior high school in Pulandian District of Dalian City are taken as the research subjects in this study.Class 7 as the experimental class(EC)consists of 43 students.Class 8 as the control class(CC)consists of 44 students.The teaching experiment lasts for one semester.In English reading teaching,the experimental class adopts the post-reading activities model based on Bloom’s taxonomy of educational objectives,while the control class adopts the traditional teaching model.The research instruments used include pre-test,post-test,questionnaire and interview.The results show that post-reading activities based on Bloom’s taxonomy of educational objectives can promote students’ mastery of vocabulary knowledge,improve students’ English comprehensive and expressive skills,and significantly improve students’ reading scores after one semester’s experiment.This study has some implications for English reading teaching in senior high schools: On the one hand,from the perspective of teachers,teachers can enrich the forms of post-reading activities in senior high school English reading classes,break the traditional mechanical training of post-reading activities in English reading classes,and improve the quality of teaching;on the other hand,from the point of view of students,students can improve their interest in English reading classes from a variety of post-reading activities,so as to improvetheir reading comprehension ability.However,due to the influence of traditional teaching concepts,classroom organization and other factors,this study has some limitations.Therefore,the author hopes to remedy and improve these shortcomings in the future teaching and research,and effectively play the advantages of post-reading activities in senior high school English teaching.