The Optimization Of English Reading By Group Text Reading Teaching In High School

Teaching of reading has always been an important part of English teaching in senior high school.Group Text Reading,as a trendy form of teaching,brings reading teaching closer to daily reading and essentially trains students to develop their thinking skills.The Group Text Reading Teaching advocated in this study is led by the thematic meaning inquiry advocated by the Ministry of Education,which is based on the reading materials in textbook,supplemented by other texts in the same thematic context,in order to construct the “1+X” reading teaching model that combines intensive reading and extensive reading.By linking text learning inside and outside the classroom and completing Group Text Reading tasks,teachers and students continuously engage in collective construction among themselves to deepen their understanding of the textbook text and further realize the exploration of the thematic meaning,thus achieving the goal of improving students’ reading and thinking skills.Based on the Input Hypothesis,Output Hypothesis,Constructivist Learning Theory and Intertextuality Theory,this study builds up a relatively systematic theoretical support framework for Group Text Reading Teaching,and explores the application of “1+X”Group Text Reading teaching method in high school English reading,and discusses three specific questions:Ⅰ)What is the impact of Group Text Reading Teaching on students’ reading attitude?Ⅱ)What is the impact of Group Text Reading Teaching on students’ reading ability?Ⅲ)How to effectively carry out Group Text Reading Teaching in high school English?To answer these questions,this study used a semester-long instructional follow-up and teaching practice to conduct a nearly five-month-long action research with 53 first-year students in a high school in Zhejiang Province,China.The action research was the main method in this study,which was divided into two rounds: the first round used classroom observation sheets,interviews,and reading tests to identify problems in Group Text Reading Teaching and to prepare for the next round of action research;the second round used interviews and reading tests to check the optimization effect of Group Text Reading Teaching and the data from the questionnaires,self-evaluation and reading tests before and after the action research were also used to understand the changes in students’ reading attitudes and reading ability.The results of the study shows that the Group Text Reading Teaching has a positive impact on students’ attitudes toward reading.Also,it can promote students’ reading ability by developing their thinking skills.The teaching of Group Text Reading relies on the“1+X” inquiry-based teaching model,which is implemented from the teaching preparation stage and the teaching implementation stage respectively,to realize the teaching route of setting the issues → grouping texts → pre-reading group texts → introducing issues →self-reading group texts → constructing collectively → reaching a consensus →consolidating after class.In addition,the study yielded pedagogical insights and suggestions for teachers in terms of text selection,task creation,time control,professional development and so on.