A Case Study On English Reading Teaching Design In Senior High School Under The Background Of Key Competencies

With the continuous development of the new era,the new curriculum reform puts forward higher requirements for teaching English in senior high school.The English curriculum standard for senior high school(2017 Edition)points out that teachers should develop students’ core literacy in English subject and proposes that teachers practice the concept of English learning activities to promote students to effectively form core literacy.In the current teaching English of senior high school,reading teaching,as an important task,is the main link of cultivating students’ core literacy.However,in the current teaching English reading,there are still some problems such as paying too much attention to the study of words and sentences,grammars and simple reading training ways.Consequently,how to design to read teaching activities giving expression to the concept of English learning activities is an extremely important and very worthy of in-depth research issues.In view of this,based on social constructivism theory and the second language acquisition theory,this study uses the methods of reading teaching design analysis,classroom observation and teacher interview to research the design of reading teaching activities of six English teachers in three teaching age groups of a key high school in Liaocheng.For the same reading text,teachers of different teaching age groups will design different reading teaching activities and their reading teaching designs whether it contents the concept of English learning activities.How to understand the core quality of English discipline and better design reading teaching activities to improve students’ core qualities of different teachers of teaching ages.The researcher’s findings are as follows: 1.To a certain extent,the reading teaching designs of teachers with longer teaching age groups is more specific and complete,reflects the concept of English learning activities,which is closely related to attach great importance to the teaching design of English reading,understand the English curriculum standard for senior high school(2017 version)and long-term teaching practice;The reading teaching design of short-term teachers is not concrete and complete,which lacks the analysis of learning situation and teaching materials,which is not contend the requirements of the concept of English learning activities,and they still focus on students’ mastery of language knowledge and reading methods.They may not attach importance to the design of reading teaching and be limited by insufficient comprehending of English curriculum and lack of teaching experience.2.The length of service as teachers seems to have a certain comprehending of the core literacy of the English discipline,and they think that the core literacy is the further development and promotion of the three-dimensional goal.In the process of reading teaching,teachers should take students as the center,pay attention to improving students’ educational value,and cultivate students’ core qualities of English subject.However,teachers with a short teaching age cannot understand the specific content of the core literacy of the English discipline very well,and recognize that the purpose of reading teaching.It is considered that attaching importance to the cultivation of students’ ability to quickly acquires information and uses languages.Based on the above conclusions,this study provides the following suggestions for teachers’ reference: 1.Exploring the title and guessing the content;2.Mining the text and in-depth discussion;3.Exploring the theme and summarizing the text.At the same time,on this basis,the researcher also tries to give a teaching design case of English reading course in senior high school based on the core literacy of English subject,in order to better explain the suggestions on the teaching design of English reading in senior high school to put forward in this study,and the researcher finally hopes to provide reference and experience for the front-line English teachers in the design of reading teaching based on the core quality of English subject.