A Study On The Design Of English Reading Class In Senior High School Based On Multiliteracies

The English curriculum standard for senior high schools(2017 Edition)proposes to integrate the scattered English curriculum content into an overall,systematic and coherent curriculum design by six elements: theme context,discourse type,language knowledge,cultural knowledge,language skills and learning strategies.At present,there is an urgent need for a set of teaching design,which can integrate the teaching objectives,contents and processes of teaching courses.In order to cultivate students’ core English literacy,the four dimensions of language ability,thinking quality,cultural awareness and learning ability also realize the integration of "Teaching" and "learning" in teaching practice.Based on the learning by design theory and social semiotics theory,this study divides the multiliteracies into two parts: multi text reading and writing design and multi reading and writing teaching step design.These two parts form the multiliteracies pedagogy.Multiliteracies pedagogy can realize teachers’ in-depth understanding of the contents of textbooks and avoid the solidification of teaching design mode;the multiliteracies pedagogy can guide the scientificity and rationality of teaching practice.Therefore,in order to explore the feasibility and effectiveness of multiliteracies pedagogy in English reading teaching in senior high school,the author selects 102 students from two parallel classes of senior one of Xiamen No.10 middle school as the research object.During the research process of nearly four months,the experimental class adopts multiliteracies pedagogy teaching method,while the control class adopts traditional reading teaching method.The research mainly focuses on the following questions:(1)What are the main problems in Senior One Students’ reading class?(2)Can the reading course guided by multiliteracies pedagogy improve these problems?(3)Can students improve their reading comprehension level and ability through the multiliteracies pedagogy?(4)What are students’ views on the application of multiliteracies pedagogy in reading class? The results show that:(1)the pre-test of the questionnaire shows that most students have low self-confidence and fear of difficulties in reading;in the process of reading class,it is difficult for students to resonate through the theme of classroom discourse,and the recognition of auxiliary teaching tools in classroom is not high,and the enthusiasm of classroom participation is not high enough;in the process of reading output,students have different degrees of English reading comprehension barriers.(2)The post-test of the questionnaire shows that the application of multiliteracies pedagogy to the process of reading teaching can effectively improve students’ attitude towards reading and reading class,enhance students’ interest in reading and reading class,and overcome students’ original psychological cognition of fear of difficulties in reading.(3)The comparative analysis of the reading papers before and after the test shows that the reading teaching design course guided by the multiliteracies pedagogy can effectively improve students’ reading comprehension level and reading performance,and students are more willing to actively think about the surface and deep meaning of reading discourse in class and after class.(4)The results of the interview after the experiment show that students generally like to participate in the teaching of multiliteracies pedagogy and that the content of multiliteracies pedagogy class is relatively rich and linked at all levels compared with the traditional curriculum,and they are willing to adopt multiliteracies pedagogy in the future reading class.Based on the above research and analysis results,this study has the following implications for English Reading Teaching:(1)multiliteracies pedagogy requires teachers to carry out diversified text reading and understanding training,so as to achieve a deep lesson preparation.(2)In the process of designing and practicing multiliteracies pedagogy teaching steps,we need to organically integrate all links and factors to realize efficient English reading class.(3)The teaching design of multiliteracies pedagogy should take the embodiment of students’ classroom subjectivity as the premise,and do a targeted teaching design.