The Study Of Post-Reading Activities In Senior High School English Reading Classes

Reading teaching is an important part of high school English teaching,and implementing post-reading activities as a key part of post-reading output has an important impact on the effectiveness of reading teaching.The effective implementation of post-reading activities not only creates a lively classroom atmosphere and stimulates students’ interest in participation,but also facilitates the development of students’ transfer and creative abilities,which in turn promotes the formation of students’ comprehensive language use skills.Based on Bloom’s Taxonomy of Educational Objectives,this study employs classroom observation,questionnaire and interview to study the post-reading activities of four sophomore English teachers in a provincial key high school.After combing through relevant literature at home and abroad,three research questions are raised in this study:(1)What are the characteristics of the implementation of post-reading activities in senior high school English reading teaching?(2)What are the students’ attitudes toward post-reading activities?(3)What are the factors that influence the implementation of post-reading activities?According to the results of the survey,the author found that:(1)Nowadays,most teachers understand the importance of post-reading activities in high school English reading instruction.However,there are still some issues with how post-reading activities are implemented.For example,in terms of the scientific and rational contrive of the post-reading activities,they present characteristics such as unreasonable time arrangement,activities not closely in accordance with students’ daily life,and the forms of the post-reading activities are diversified but the types involved are single.In terms of students’ participation,it was found that students were not highly motivated to participate in post-reading activities.In terms of the function of post-reading activities,they can develop students’ writing skills,spoken language as well as cultivate students’ emotional attitude.In terms of teachers’ role,teachers have embodied their roles as instructors,monitors and helpers.(2)Most students believe that post-reading activities are very important because they can prompt them interested in learning and developing their comprehensive language application ability,Nevertheless,there exists the minority who do not recognize the necessity of post-reading activities,and their willingness to participate in classroom is not strong.(3)The factors that influence how well post-reading activities are implemented in high school English reading classes are mainly reflected in the three levels:namely,the activities,teachers and students,such as the difficulty and interest of activities,teachers’ feedback and preparation before class,students’ motivation,language expression ability and so on.This study presents some recommendations for instructors and students based on the preceding findings.For teachers,they should arrange the time for post-reading activities reasonably,implement various forms of post-reading activities according to students’ cognitive level and actual life,and at the same time,guide and help students to complete the effective output of post-reading activities to improve their comprehensive language application ability.For students,they should clarify the importance of post-reading activities,actively participate in them,and apply what they have learned to specific contexts.In this way,post-reading activities can play a maximum role in improving the effectiveness of English reading teaching.