Research On The Implementation Of Key Competency Of Subject In English Reading Teaching Of Senior High Schools

In 2014,issued by the Ministry of Education,Opinions on Comprehensively Deepening the Curriculum Reform and Implementing the Fundamental Task of Fostering Virtue through Education proposed the key competency as the direction of curriculum reform.Accordingly,the revised National English Curriculum Standards for General High Schools（the 2017 version revised in 2020）put forward that English key Competency consists of four aspects,including Linguistic Competence,Learning Ability,Thinking Quality and Cultural Awareness.Reading plays a significant role in cultivating students’ English key Competency and it is the main position to implement English key Competency.However,there are still many deficiencies in the cultivation of English key Competency in English reading teaching of senior high schools.Taking 250 students and 5 English teachers from five classes in the first grade of a senior high school in Yan’an City as the research objects,this study focuses on two research questions,“What problems exist in the implementation of English key Competency in English reading teaching of senior high schools?” “What are the reasons and countermeasures for these problems?” With two research methods of classroom observation and interview,a field survey was conducted on the 5 teachers’ English reading teaching.With research method of questionnaire,a survey was conducted on 250 students in five classes.The research data shows that the main problems existing in the implementation of English key Competency in English reading teaching of senior high school are as follows:In terms of Linguistic Competence,English reading teaching focuses on the master of phonetic knowledge,vocabulary knowledge and grammar knowledge,with insufficient attention to discourse knowledge and pragmatic knowledge;In terms of Learning Ability,English reading teaching focuses on the cultivation of learning emotion and learning attitude,with less attention to the cultivation of learning strategies and learning methods;In terms of Thinking Quality,English reading teaching focuses on the cultivation of logical thinking,with seriously lack of attention in the cultivation of critical thinking and creative thinking;In terms of Cultural Awareness,English reading teaching focuses on the cultivation of cultural knowledge,with extremely lack of attention on cultural understanding and cross-cultural awareness and competence.Analysis shows that the reasons for these problems are: Teachers don’t have a deep understanding of English key competency;Students have poor basic knowledge of English language;Exam-oriented education makes English teaching utilitarianism;Schools and education departments don’t pay enough attention to the New Curriculum Standards.Based on the above findings,guided by the Holistic Education Theory,Humanism and Concept of English Learning Activities,from the macro and micro levels,this study puts forward relevant teaching suggestions on how to implement English key Competency in English reading teaching of senior high schools.From the macro level,teachers should change their teaching concepts and regard the cultivation and education of English key Competency as an important task of fostering virtue through education;students should change their learning methods and take the development of English key Competency as an important way to achieve comprehensive self-development;schools and education departments should actively build a multi-evaluation system to provide a guarantee for improving the quality of English teaching in senior high schools.From a micro perspective,teachers should continuously improve teaching methods from the following eight aspects,and strive to achieve the implementation of English key Competency:（1）Teachers should make a detailed study of the discourse from three perspectives,including the discourse theme and contents,the author’s writing intention and emotional attitude,and the discourse structure and language characteristics,so that the teaching of discourse knowledge can be implemented;（2）Teachers should focus on the theme meaning and carry out “pragmatic teaching” with “discourse” unit,so that the teaching of pragmatic knowledge can be implemented;（3）Teachers should design teaching activities according to “Concept of English Learning Activities” to achieve the transition from “learning strategies” to “learning abilities”,so that the teaching of learning strategy can be implemented;（4）Teachers should pay attention to students’ classroom performances and develop varieties of reading learning methods,so that the teaching of learning method can be implemented;（5）Teachers should set “evaluative”teaching objectives and carry out teaching activities through prediction,inference,questioning and evaluation,so that the teaching of critical thinking can be implemented;（6）Teachers should encourage students to make association with and imagination to implement transfer innovation activities,so that the teaching of innovative thinking can be implemented;（7）Teachers should compare cultural differences between China and foreign countries to understand foreign culture deeply,so that the teaching of cultural understanding can be implemented;（8）Teachers should expand cultural materials specifically to combine in-class activities with extra-curricular activities,so that teaching of cross-cultural communication awareness and competence can be implemented.