The Application Of SOLO Taxonomy To English Reading Teaching In Senior High School

At present,the teaching of English reading in senior high schools is still guided by written tests with closed questions in China,and students lack initiative in the process of reading.English reading class is reduced to a mechanical process of learning words,grammar and answering closed questions.Students stay in the shallow learning state of seeking reading,skimming and simple reasoning,and teachers themselves lack in-depth analysis of the text content,which leads to the fact that both teachers and students can not reach the level of deep reading.In the early 1980 s,educational psychologist Biggs proposed SOLO taxonomy,which is used to evaluate the quality of students’ learning,rather than the quantity of learning content or the correctness of learning results.It has become an important reference for the follow-up deep learning research.Since the introduction of SOLO taxonomy in China in the late 1990 s,the domestic research on this theory has not been popularized and deepened enough,and the domestic research on how to evaluate students’ deep learning ability is still in the preliminary stage.The purpose of this study is to explore how to apply SOLO taxonomy in senior high school English reading teaching,build a senior high school English reading teaching mode based on SOLO taxonomy,and verify whether the application of SOLO taxonomy in senior high school English reading teaching can promote students’ deep learning ability.There are three main research questions in this thesis 1.Can the teaching mode of senior high school English reading based on SOLO taxonomy promote students’ ability to employ deep learning strategies in English reading? 2.Can the teaching mode of senior high school English reading based on SOLO taxonomy improve students’ English reading achievement? 3.Is there any difference in the effect of this teaching mode on the English reading interests of students who have different language proficiencies?First of all,the author studies the teaching strategy of English reading integrated with SOLO taxonomy,and expounds the application of SOLO taxonomy in senior high school English reading teaching through classroom cases;then,the author carries out a one-semester teaching experiment,and sets up an experimental class and a control class.In the whole process of teaching experiment,the control class keeps the traditional "grammar-translation method" for teaching,while the experimental class receives the teaching mode based on SOLO taxonomy in the English reading class,so as to improve students’ thinking level and promote students’ deep learning ability.The experimental stage includes pre-test and post-test.After the experiment,by means of SPSS22.0,the author collects and analyzes the data,and obtains the research results combined with questionnaires and an interview.The results show that the application of SOLO taxonomy in senior high school English reading teaching can effectively promote students’ ability to employ deep learning strategies in English reading.In addition,the teaching mode of senior high school English reading based on SOLO taxonomy can effectively improve students’ English reading achievement,and there are differences in the effect of this teaching mode on the English reading interests of students who have different language proficiencies.