Research On The Application Of Backward Design In English Reading Teaching In Senior High School

Reading,as one of the means to obtain information,serves as a necessary part of high school English teaching.However,there is a lack of practice in-depth understanding of text interpretation and the training of thinking is not enough in reading teaching.Teaching for understanding advocates using backward design,during which the desired results are determined firstly,then evaluation method will be ensured,and finally activities get planned and carried out.Since reading is a process of interaction between thinking and language,in this research,it adopts backward design based on understanding.Moreover,it uses high school English reading as a carrier,thus cultivating students’ thinking quality from logical thinking(analysis and comparison,deduction and generalization,summary and construction),critical thinking(inference,doubt,judgment)and creative thinking(divergence,dialectic and empathy)(Ministry of Education,2018).As a result,students’ English key competences get improved.This research mainly includes the following questions:(1)After applying backward design in high school English reading teaching,what happens to the logical thinking(analysis and comparison,deduction and generalization,summary and construction)of students?(2)After applying backward design in high school English reading teaching,what happens to the critical thinking(inference,doubt,judgment)of students?(3)After applying backward design in high school English reading teaching,what happens to the creative thinking(divergence,dialectic and empathy)of students? To seek answers,a nearly four-month teaching experiment was conducted on 88 students from two parallel classes in the first grade of a senior high school in PJ.During this process,questionnaires,reading tests and interviews were carried out.Backward design was carried out in EC,and the teaching focusing on language knowledge was conducted in CC.After the experiment,the data was analyzed through SPSS23.0 and results were discussed from nine different aspects.The results demonstrate that: high school English reading teaching based on backward design exerts a positive impact on students’ thinking quality.Based on the analysis of logical thinking,critical thinking and creative thinking,students in EC make obvious improvements in critical thinking compared with CC.The second should be logical thinking while improvements made in creative thinking turned out to be the least.From nine aspects(analysis and comparison,deduction and generalization,summary and construction,inference,doubt,judgment,divergence,dialectic and empathy)of thinking quality’s three dimensions,in EC,students’ ability of deduction and generalization of logical thinking is improved the most,followed by the ability of summary and construction.Outstanding performances were delivered concerning students’ ability of inference of critical thinking,next is the ability of judgement.Moreover,students’ ability of empathy of creative thinking is improved more obviously,the ability of dialectic is the second.Despite of this,due to the limitation of time and energy,the systematic research of applying backward design to senior high school English reading teaching is still in its infancy.And there is more to be done,which is also the direction of my efforts in the future.