An Experimental Study On The Effect Of Learning-Community-Based Interactive Reading Model On English Reading Competence Of Senior School Students

The 2017 edition of the National English Curriculum Standards for General High School puts forward that the development of students’ core competencies should be promoted in English subject.English reading teaching plays an important role in cultivating students’ core competencies and English comprehensive ability of senior high school students.It can be seen from the current situation that in many senior high schools,English reading teaching class is mainly teacher-centered.And the cultivation of students’ English core competencies is often neglected.In order to explore effective methods of English reading teaching in senior high school,the present experimental study is conducted on 80 students in two classes of Senior One in a senior high school in Shaoguan City,Guangdong Province,which is based on learning community and interactive reading model.In the study,learning community theory and interaction hypothesis are taken as the theoretical bases and questionnaire,test and interview are adopted as research instruments.The relevant experimental data are mainly analyzed by SPSS 20.0 and Excel.In this study,two classes in Senior One are divided into experimental class and control class.Class 9 is regarded as the control class and traditional teaching method is applied to teach reading,while Class 10 is taken as the experimental class and learning-community-based interactive reading model is adopted to conduct reading teaching.The aim is to solve two research questions:(1)What effects does learning-community-based interactive reading model have on English reading learning of senior high school students?(2)Can learning-community-based interactive reading model improve senior high students’ English reading achievement?It is found out that after applying learning-community-based interactive reading model,students’ understanding of high school English reading learning has been improved.Besides,students’ interest and confidence in English reading learning have been enhanced.At the same time,the participation of reading learning class has been promoted and students can master interactive reading model better in learning community.The results are also confirmed in the post-test data.The average reading score of the experimental class is significantly higher than that of the controlled class,which manifests that learning-community-based interactive reading model can help senior high students improve their English reading achievement.The experiment proves that this teaching model is suitable for senior high school English reading teaching.On the basis of this study,some pedagogical implications are drawn: when teachers apply learning-community-based interactive reading model,they should start from students’ point of view as much as possible.In the process of teaching implementation,the problems existing in students’ interactive reading learning should be found timely and the role of learning community should be given full play to help students improve their English reading competence.At the same time,teachers should encourage students to apply learning-community-based interactive reading model to reading learning after class.