The Application Of PACE Teaching Model To English Reading In High School

As a compulsory course in high school education,English plays a vital role in the whole high school.However,traditional English reading teaching attaches more attention to the authority of teachers and ignores the dominant position of students,resulting in low reading level,reading interest and self-confidence of students in English.Therefore,there is an urgent need for an effective English reading teaching model to improve the current situation of English reading learning of high school students.PACE model is a new foreign language teaching model based on Constructivism Theory and Communicative Teaching Method,which integrates language form,language content and meaning.PACE is the acronym of four English words: Presentation,Attention,Co-construction and Extension.This study mainly explores the following three questions:(1)What effects does PACE teaching model have on high school students’ English reading competence?(2)What effects does PACE teaching model have on high school students’ English reading interest?(3)What effects does PACE teaching model have on high school students’ English classroom participation?Before the experiment,the author takes the reading scores of the first monthly test in the first semester of the second grade of Yan’an Experimental Middle School as the pre-test scores.Class 1 and Class 2 with no significant difference in reading level are selected as the research subjects.And Class l is chosen as experimental class randomly,Class 2 is control class.The whole teaching practice lasts for 3months.During the experiment,the experimental class adopts the PACE teaching model,while the control class adopts the traditional reading teaching model.After the experiment,under the combination of quantitative and qualitative analysis,the author uses SPSS24.0 to conduct statistics by research instruments including test papers,students’ questionnaires and interview.The research results show that: under the guidance of PACE teaching model,students’ English reading competence,English reading interest and classroom participation have been improved to a certain extent.