A Study On The Application Of DRTA Approach In English Reading Teaching In Senior High School

According to The New Curriculum Standard for Senior High School（2017edition revised in 2020）and the Chinese college entrance examination evaluation system,it can be seen that high school education should take moral cultivation as the fundamental task and emphasize the inspection of key abilities.Therefore,high school teachers should devote themselves to organically combining educating function of education with English reading teaching,and cultivate students’ critical thinking.However,in the current high school English reading teaching,most of the teachers are mainly basing on vocabulary and grammar,and students can only acquire the general idea of the article and the basic information that the author of the article wants to convey.In this way,the function of educating students cannot be reflected.That is,it cannot make students think critically through reading.However,The Directed Reading Thinking Activity Approach（DRTA）is a new and dynamic language teaching method,which enables students to speculate and predict the meaning of the whole text and discover the hidden information in the text when reading,and express their opinions in combination with the text after reading,and develop their critical thinking in reading.Therefore,the author tries to apply DRTA to high school English reading teaching and study the following two questions:1.What is the influence of DRTA Approach on the performance of students in English reading?2.What is the effect of DRTA Approach on students’ ability of using Critical Reading Strategies?In this research,100 students from two classes of grade one of Qing Yuan Senior High School Were the research subjects.The research lasted three months,Class 12 was the control class and Class 13 was the experimental class.Class 12 adopted the traditional English teaching method and the Class 13 adopted DRTA teaching approach.Before the experiment,the author distributed pre-test of English reading to students in these two classes,and distributed a questionnaire on the use of Critical Reading Strategies to students in experimental class.After the experiment,the author distributed the English reading post-test to the two classes,and also distributed the critical reading strategy usage questionnaire to the experimental class.At the same time,According to the scores of the post-test,the experimental class was divided into high group,middle group and low group.Four students were randomly selected for one-on-one interviews in each group,totaling 12 students.The data during the study were analyzed using SPSS26.0.According to the research results,the use of DRTA Approach can help improve students’ reading comprehensive performance and can promote students’ ability in using Critical Reading Strategies in reading.