An Investigation On The Status Quo Of Post-reading Activities In English Reading Teaching In Senior High School From The Perspective Of English Subject Core Competencies

Post-reading stage is an indispensable part in English reading teaching in senior high school.Its purpose lies in enabling students to use the language and cultural knowledge they have learned in a new context,improving their ability to analyze and solve problems,and express their personal views,feelings and attitudes creatively.Hence,post-reading activities are of great significance to cultivate students’ English subject core competencies.However,from the current actual teaching process of English reading in senior high school,teachers tend to focus more on pre-reading and while-reading stages while often ignoring English learning activities in post-reading stage,resulting in the frequent occurrence of “more emphasis on input instead of output” phenomenon,which is not conducive to achieving the curriculum goal of developing students’ English subject core competencies in post-reading stage.On the basis of Swain’s Output Hypothesis,View of English Learning Activities and Bloom’s Taxonomy of Educational Objectives,this study mainly adopts questionnaire survey and classroom observation to investigate the status quo of post-reading activities in English reading teaching in senior high school from the perspective of English subject core competencies.The research covers the following two questions: What is English teachers’ cognition status of post-reading activities in English reading teaching in senior high school? What is the status quo of implementation of post-reading activities in English reading teaching in senior high school? In this study,62 English teachers from four key senior high schools in Xi’an participated in the questionnaire survey,and 6 English teachers from one of the four schools were selected as participants for classroom observation.The relevant research data collected were analyzed by SPSS 26.0.The results show that the overall cognition status of senior high school English teachers of post-reading activities is good.Teachers can realize the important role of post-reading activities in English reading teaching,and are aware of the purpose and design principles.However,it is found that there are some problems in the implementation of post-reading activities in English reading teaching,including the lack of variety in types,the lack of reasonable situations,the lack of language scaffolding,and the lack of cultivation of students’ thinking quality.In light of these problems,some corresponding teaching suggestions are put forward.It is expected that these suggestions can provide certain reference for senior high school English teachers,so that they can carefully design post-reading activities to improve the implementation effect,thereby achieving the curriculum goal of cultivating students’ English subject core competencies in post-reading stage.