An Applied Research Of Experiential Teaching In Senior High School English Reading Teaching

English reading teaching plays a very important role in senior high school English teaching and reading learning is also an important way for students to improve their abilities of practical application of English language and cultivate their core qualities of English subject.What’s more,National English Curriculum Standards for Senior High School(2017)states teachers should actively seek for effective reading teaching methods which are based on some experiential,cooperative,and practical activities.These effective reading teaching methods can help students acquire and comprehend discourse knowledge,convey discourse information,develop abilities of practical application of English language,improve students’ cultural consciousness,thinking qualities,learning abilities,and promote the formation of students’ core qualities of English subject.However,the current situation of senior high school English reading teaching is far from it.Experiential teaching is a teaching approach which means that students take the initiative to participate in the teaching situations and practical activities created for them by their teachers,and construct new knowledge,sublimate emotions and improve their abilities through experience,perception and introspection.Based on the above-mentioned situations,this study attempts to apply experiential teaching to English reading teaching in senior high school based on the theory of Experiencing Foreign Languages “4E” Teaching,Constructivism and Humanism.And this study tries to answer three research questions:(1)Can experiential reading teaching stimulate students’ interest in learning English reading?(2)Can experiential reading teaching improve students’ English reading level?(3)How will experiential teaching be applied to senior high school English reading teaching? In addition,the author conducted a four-month educational experiment at an internship school in H city.Class A and Class B were selected from the second grade of the high school.Class A was called the experimental group and Class B was called the controlled group.The experiential reading teaching model was carried out in the Class A while the traditional reading teaching model was still used in the Class B.Each class has 50 students,with a total number of 100 students.This study adopts literature method,questionnaire survey method and experiment method.A large amount of data was collected by the author and the test data was logged in Excel and SPSS 25.0 for analysis.The study finds that:(1)After the implementation of experiential teaching in English reading teaching,students’ reading learning interest is improved,negative learning attitudes are changed.At the same time,the classroom learning atmosphere is more active,and students’ learning motivations are improved.(2)The result of reading pre-test of Class A and Class B shows that there is no obvious difference between two classes because the value P is 0.933(>0.05),while the result of reading post-test of Class A and Class B shows that there is an important difference between two classes because the value P is 0.038(<0.05),which can verify the effective of improving students’ English reading level.