| Due to the rapid development of online teaching,and the traditional teaching mode is limited by time,space and other factors which has been difficult to meet the needs of modern society.Therefore,the hybrid teaching mode combining online and offline came into being.Various online teaching platforms have also sprung up,including the familiar"MOOC".However,according to the research,the application effect of MOOC is far from reaching the expectation.And there are many problems,such as difficult teaching by teachers and poor acceptance by students.In view of the disadvantages of MOOC,scholars at home and abroad have proposed a new teaching model,namely small-scale restricted online course SPOC（small private online course）.At present,the application and research of SPOC are mainly concentrated in the field of higher education,and the application research in basic education is relatively scarce,especially in high school English teaching.Reading is the key and difficult part of English Teaching in high school,which accounts for a high proportion of scores in the college entrance examination.In view of the above situation,this study intends to conduct an empirical study on the feasibility and effectiveness of SPOC Hybrid Teaching Model in high school English reading teaching.In addition,this study also draws lessons from constructivism theory,zone of proximal development theory and multiple intelligences theory.Its main research questions are as follows:（1）Can SPOC hybrid teaching model enhance students’ interest in English reading?（2）Can SPOC mixed teaching model improve students’ English reading skills?（3）Can SPOC mixed teaching model improve students’ English reading level?Will the number of students at different levels change due to the SPOC hybrid teaching model?Combined with the characteristics of high school students,the author randomly selected two parallel classes with little difference in degree as the research object for a four months’ experimental study.The pre and post experiment tests,questionnaires and teacher-student interviews were conducted in the experimental class,and the pre and post experiment tests were conducted in the control class.Finally,spss24.0 to sort out and analyze the experimental data.In addition,the experimental class is divided into high,medium and low groups according to the pre-test results,and summarizes the changes in the number of groups after the post-test.According to the experimental results,the author draws the following conclusions:（1）Based on the SPOC mixed teaching model,the students in the experimental class have improved their English reading interest,reading skills,reading level and reading grade.Among them,although the grouping in the experimental class was reduced by 6 people,in contrast,the low grouping was also reduced by 6 people and the high grouping was increased by 12 people.The experimental results show that after SPOC mixed teaching,the students in the experimental class make the greatest progress,the students in the low group make some progress,and the number of students in the high group also increases accordingly.Compared with the pre-test scores of reading,the frequency distribution of scores with more than 30 points is also more balanced.（2）The mixed English reading teaching based on SPOC has also had a positive impact on other aspects of high school students’ English learning,mainly manifested in the improvement of learning autonomy,more creative thinking,more emphasis on Cooperative discussion and so on.In view of the fact that the current SPOC mixed teaching model is not popularized,there are few relevant studies on its application to high school English teaching,and the lack of samples in this experiment,there are still many deficiencies and need to be improved.This study only puts forward some tentative suggestions for English Reading Teaching in high school,hoping to enlighten the research in relevant fields in the future,and provide some references for English Reading Teaching in high school. |
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