Research On The Application Of Word Block Method In Senior High School English Reading Teaching

In language learning,reading,as a basic language skill and expression form of language output,is the main teaching content of middle school English teaching.However,in the practical teaching of English in high school,English reading is still the most difficult link in the process of English learning for high school students.The reason for this phenomenon is that children tend to memorize words by rote and lack of the concept of word blocks;Secondly,in the past high school English teaching teachers did not correctly guide children to identify and practice word blocks.The purpose of this study is to explore how to use the theory of chunks to improve the teaching effect of English reading in middle school.The author will help students better understand and use the knowledge of lexical blocks through learning,communication and practical operation,so as to improve their reading ability.The research aims to address the following questions:(1)Can block teaching improve high school students’ English reading ability?(2)Can block teaching method effectively improve high school students’ interest in English reading?In order to answer the above two questions,this study takes the theory of psychological block theory and Gough information processing model as the theoretical basis to analyze the senior one students of a high school in Kun District,Baotou City,Inner Mongolia.During the 16-week experiment,the authors surveyed 100 students at the school.During the 16-week experiment,the authors used word block teaching theory to teach reading lessons,while the control group used traditional teaching methods.For one semester of this study,the authors used the word-block approach to instruct students in an experimental class to evaluate its effectiveness.To this end,the author will compare the teaching materials of the two classes to ensure that the content of the two classes is exactly the same,so as to better evaluate the effectiveness of the word-block approach.In the measurement of achievement,this experiment tested the results of two classes successively in the experiment by the same test paper,and analyzed the changes of students’ reading ability through the changes of achievement.In the analysis of students’ interest in learning,questionnaire survey is conducted to ask students to evaluate their recognition of this teaching mode,so as to analyze the changes in students’ interest and reading habits.In this study,it is finally confirmed that the word-block teaching method has the effect of improving students’ reading comprehension ability and can effectively cultivate students’ learning interest and improve students’ reading habits.This study has the following implications for high school English reading teaching:First,it emphasizes the importance of word blocks and cultivates students’ awareness of word blocks;Secondly,make the word block accumulation plan for teaching students according to their aptitude and implement the operation inspection system.Finally,a variety of teaching methods and resource strategies are used to expand the amount of word blocks.The research object of this study is limited,the text analysis sample is small and the author himself is limited,further research is needed in the future.