Applied Research On The Application Of《Good English》to English Reading Teaching In Senior High School

Under the pressure of the College Entrance Examination and the senior high teaching environment,as well as the new requirements of the National New Curriculum Standards and “Core Literacy” in recent years,senior high school English teaching is undertaking an significant and arduous task.Especially due to the fact that Reading part accounts for a large proportion,so improving reading skills is definitely essential.Language learning comes from life and should also be reflected in life.Therefore,how to make students apply what they have learned into examination,life and research,with a good master of reasonable and efficient learning is key in English education and teaching.Fortunately,the vocabulary selection,topic selection and cultural diversity of《Good English》 satisfies the demands of high school students in English learning.With teachers’ help,massive reading practice can be achieved,which effectively help the students acquire the language learning ability as well as the respect for the different cultures.This kind of English learning can not only improve students’ learning ability,but also help to improve their cultural character and critical thinking.As a front-line senior high school English teacher,the author hopes to explore a more effective teaching mode of 《Good English》 by means of experimental investigation,so as to help students gain ability and self-confidence in English learning.First of all,this paper analyzes the current situation of the use of 《Good English》 in China,combined with the current teaching environment,develops a suitable experimental teaching process,and then takes the applied research on the application of 《Good English》 in the English Reading Teaching of senior two in Taiyuan foreign language school as an example to explore the application of 《 Good English 》 in the English Reading Teaching of senior high school.This paper aims to solve the following problems.Is learning 《Good English》 effective in senior high school students’ English reading teaching? If it is effective,which aspects does the effectiveness reflect in? And through which ways?This research is based on the theories of Mastery Learning,Language Acquisition and Learning Motivation,combined with the teaching environment and the problems existing in the current teaching.First of all,through documentary method,this study made a thorough literature review to collect and sort out the relevant literature,and analyze the current situation of the use of 《Good English》in China.Then the study used the experimental method to divide the students of class 5 in grade 2 of Taiyuan foreign language school randomly into two groups,and carry out the research and the design of teaching practice for six weeks.Finally,SPSS software is used to compare and analyze the reading scores of the two groups before and after the test to find out whether the application of 《 Good English 》 in English reading teaching is conducive to improving students’ English reading level.In addition,in the middle and late stage of the study,the students in the intervention group were interviewed and their feedback was collected by using the interview method to understand their experience in learning《Good English》and collect suggestions on the application of model English in reading teaching.Based on the above analysis,this study draws the following conclusions.Firstly,the learning of 《Good English》can promote senior high school English reading,but the progress between groups is not very significant.The comparison within groups shows that the learning of《Good English》can greatly promote students’ reading achievement and self-confidence in English learning and expression.Secondly,《Good English》can promote students’ attitude towards English learning.The students generally reported that because of the content of the《Good English》,their interest in English reading has been increased.At the same time,students are trained in the“Word-guessing”questions,which greatly improves their self-confidence in English learning.In addition,the deduction and discussion of the plot and the discussion of a certain argument or character in class help students broaden their thinking and enhance their language expression ability and confidence.This study also offers some enlightenment.First,the design of teaching 《Good English》should combine knowledge with interest.In the implementation of teaching,the teacher should pay attention to students’ learning attitude and feedback,making timely adjustments.Teaching form should not be limited as long as it can enrich input and output and help students improve their reading ability to a greater extent.Second,teachers should understand their roles,supervising and guiding students effectively in the teaching process and explore a set of systematic and complete reading teaching mode.Third,schools should actively build a scientific education and teaching management system,provide rich and reliable teaching resources,and cultivate students’ thinking and learning confidence.