The Application Of “36+LARM+5” Classroom Mode To Teach English Reading In Senior High Schools Based On Schema Theory

With the advent of knowledge economy,English teaching in elementary education needs to be strengthened and reformed urgently.The present problems of English reading teaching in senior high school and the new curriculum standards put forward higher requirements for English teaching,which urges us to change the old and rigid mode of teaching English reading and to explore a new way out in senior high school.Based on English Curriculum Standard of General High School(2017),the new English Curriculum Standard of senior school and the schema theory,Shi Hezi No.1Middle School in Xinjiang Uygur Autonomous Region proposed an efficient English classroom teaching model named “36+LARM+5”.This model is based on the schema theory in reading frame and builds new cultural teaching model to be applied to the teaching of English reading,which advocates through mutual consultation,teachers and students to discuss and solve the problem step by step to activate,and which deepens and consolidates schema to extend students existing content schemata,efforts to improve the students’ reading comprehension ability,cross-cultural communication ability and comprehensive language using ability.This thesis studies the application of“36+LARM+5” classroom model in teaching English reading in senior high schools,and aims to deal with the shortcomings in the English reading class of senior high school today,insomuch as to enhance the level of high school English reading teaching and to better perform high school English new requirements of English Curriculum Standard.This study intends to find out a new idea of high school English reading teaching.Based on the classroom model and using questionnaire survey,experiment,interview,this study probed into whether classroom efficiency can be enhanced,whether the students’ interest in English can be aroused,and whether their reading performance and comprehensive language competence can be enhanced by mainly using “36+LARM+5” teaching mode.This study took two parallel classes of senior 1in Shi Hezi No.1 Middle School in Xinjiang Uygur Autonomous Region as the research objects and carried out a 16-week teaching experiment.At the beginning of the first semester,all students in the experimental class and the control class were investigated to understand their interest in learning English and their subjective evaluation of English reading.The reading test was conducted before the experiment.In the whole process of the experiment,“36+LARM+5” teaching mode was adopted in the English reading experiment class,while traditional reading teaching was carried out in the control class.At the end of the experiment,a post-test was conducted,and a questionnaire was given to the students of both classes again to understand the students’ interests in English learning and their subjective evaluation of English reading after this semester.At the same time,another questionnaire was distributed in the experimental class to understand students’ feelings and feedback on the application of the classroom model in the teaching of high school English reading.After that,in order to better understand the students’ attitude and evaluation towards teaching mode,some students in the experimental class were selected for an interview.Finally,by comparing the test scores before and after,analyzing the questionnaire survey results,and sorting out the interview contents,it is concluded that English reading teaching in the classroom mode can enhance students’ interest in learning English and improve their English reading ability.