A Study On The Application Of KWLS Model In Senior High School English Reading Teaching

In the stage of elementary education,reading carries important tasks such as the transmission of knowledge,the acquisition of learning methods and so on.As an important part of elementary education,English reading teaching in senior high school is undoubtedly of great significance to the improvement of students’ thinking and quality.The newly revised English Curriculum Standards of General High School(2017)also puts forward more tasks and requirements for senior high school students’ English reading learning.Reading teaching should not only focus on the meaning of the text but also guide students to learn independently,reflect comprehensively and connect the resources inside and outside the class.This means that English reading teaching should not only enable students to grasp the basic language content but also require teachers to explore more in cultivating students’ good learning habits and high-order thinking abilities.Although many researchers have done explorations in this area,it is still necessary to expand and deepen the research in this area to meet the higher ability requirements of the times for students.KWLS model is in line with the promotion of students’ high-order thinking ability to a great extent.It is a teaching model based on constructivism and schema theory.It emphasizes guiding students to study independently,promoting them to think actively and monitor their entire learning process,and ultimately promoting the development of students’ diversified high-level abilities.It originates from the KWL model first proposed by Donna Ogle(1986),which could be used for reading teaching.K stands for What I know,which is intended to stimulate students’ existing knowledge about a specific reading topic before formal reading and make it play an active role;W represents What I want to know,which aims to guide students to think independently about the information they want to know according to their relevant knowledge;L means what I learned,which is to urge students to summarize the new content they have learned in time.KWLS model is a development and extension of KWL model.For students,facing the content to be learned,K refers to what they have learned about the subject and theme involved in the content;W means what they still want to know;L is for summarizing the information they have obtained after learning;S not only refers to the information about the subject and theme that they have not yet learned but still want to know,but also means to share what they have learned after learning.At present,domestic researches on the KWLS model in English reading teaching mainly involve junior high school students and college students,while there are relatively few researches on senior high school students.Moreover,the previous researches mainly focused on English reading comprehension ability,the use of reading strategies,etc.But less attention was paid to other aspects of students’ reading learning,such as students’ reflective learning in English reading.Therefore,the author attempts to combine the KWLS model with senior high school English reading teaching,and conducts research and discussion on the following three issues:(1)Can the KWLS model enhance the English reading comprehension level of senior high school students?(2)Can the KWLS model advance the reflective learning ability of senior high school students in English reading?(3)How do senior high school students view the application of KWLS model inEnglish reading teaching?This research took two parallel classes in Grade One of a full-time ordinary high school in Jinan,Shandong Province as the research subjects.Based on the research design and the actual teaching environment,three instruments including test,questionnaire and interview were selected to collect the research data.The author performed English reading comprehension tests with the same difficulty and structure on the two classes before and after the experiment.The test papers used in the two classes were exactly the same to explore whether the students’ English reading comprehension levels in the two classes have changed before and after the experiment.Besides,the author also conducted a questionnaire survey on the two classes before and after the experiment.The questionnaires used by the two classes are identical in content and distribution time to understand the students’ reflective learning in English reading and analyze whether there are changes.Finally,after the experimental teaching,interviews were conducted with students with different comprehensive English proficiency in the experimental class,aiming to understand the students’ views on the application of KWLS model in English reading.The data in this study were mainly analyzed by SPSS 22.0.The study found that the KWLS model could facilitate students’ English reading learning,which is mainly reflected in the advancement of English reading performance and reflective learning ability in English reading.Meanwhile,through the analysis of interview data,it is found that most students appreciate the application of KWLS model in English reading learning,which is beneficial to many aspects of their reading learning.A few students with low comprehensive level of English do not quite agree with the application of this model in English reading teaching.Besides,students also put forward some suggestions according to their reading learning in this model.Therefore,this study helps to enrich the teaching methods of English reading,improve students’ English reading comprehension and reflective learning ability in English reading.It is true that due to the limitation of the author’s ability and objective teaching environment,the design and implementation of this study need to be more complete.However,in view of the characteristics of this model and its practical effect on students’ reading learning,researchers can try to apply this model to English reading teaching and make more substantial exploration and improvement.