An Empirical Study Of Pad Class In Senior High School English Reading Teaching From The Perspective Of Constructivism

Reading is an integral part of English teaching.It is a crucial approach for students to get knowledge,develop English language thinking and improve their English level.So cultivating students’ English reading ability is one of the prime teaching objectives.The current reading teaching mode is mainly PWP（Pre-reading,While-reading,Post-reading）mode,and the teaching content is carried out around vocabulary and grammar.The teaching methods are old,the teachers mainly lead the students to translate the full text and the whole teaching process is mechanically output,which is difficult to drive the whole class to participate,and the students lack interest and passively to accept knowledge.Therefore,the students’ grades are polarized,and the overall teaching effect is not satisfactory.With the promotion of curriculum reform,exploring a set of appropriate teaching method to improve teaching quality has become a hot spot.PAD class is a new local teaching method.Supported by learning theories such as constructivism and humanism,it divides the classroom into three parts,integrating three learning methods: teacher lecture,student self-study and discussion and exchange,which can fully mobilize students to participate in classroom activities and truly achieve student-centered.Based on the constructivist learning theory,this study applies the PAD class to the teaching of English reading in senior high school.Two classes（class 3 and class 4）of senior two in a middle school in Shuozhou are selected as the experimental class and the control class,which are carried out by means of observation,test,questionnaire and interview.The two classes have the same number and the overall reading level is close.The control class（class 3）adopts the teaching mode as usual.The experimental class（class 4）implements the PAD class with constructivism as the main theoretical support.The overall teaching maintains the same progress.After nearly four months of teaching experiments,explore the implementation effect of the PAD class.The research aims to answer the following two questions:1.Can the application of the PAD class from the perspective of constructivism in senior high school English reading teaching improve students’ reading interest and stimulate their reading initiative?2.Can the application of the PAD class from the perspective of constructivism in senior high school English reading teaching improve students’ English reading level?After analyzing the data with SPSS statistical tools,it is concluded that before the experiment,there is no obvious difference between the reading scores of the two classes,and no significant difference in reading interest.After that,the overall reading performance of the students in class 4 has made significant progress compared with class 3,and there are positive changes in reading interest and reading initiative,however,there is no noticeable improvement in class 3.Through further interviews,the students in class 4 accept this teaching model and believe it can improve their learning effect.Therefore,it confirms the implementation effect of the PAD class.The innovation of this study is to analyze its application value by using the PAD class in senior high school English reading teaching based on constructivist learning theory.It is hoped that the research results of this paper can further deepen the relevant research on the PAD class and provide some reference for English reading teaching.