| The English Curriculum Standard for senior high schools(2017 edition,revised in 2020)requires that attention should be paid to cultivating students’ core English literacy,which encompasses language ability,cultural awareness,thinking quality and learning ability.The objective of learning ability puts most emphasis on giving full play to students’ initiative and zest,increasing students’ capacity to dissect and tackle problems.Although senior middle school English teaching reform advances roundly and orderly,there remains many deficiencies and imperfections in the teaching methods and learning ways in line with the new curriculum concept.The consciousness,methods and capability of students to consciously implement the inquiry learning and acquire new knowledge also need the front-line teachers to carry on zealously innovations on the basis of practice.Therefore,changing educational concepts,reforming teaching methods and innovating learning methods are not only the primary mission of transformation of English teaching senior high school,but also the crucial point of all-round development of students.This research applies the Problem-based Teaching Method to senior high school English classroom teaching,in order to explore the practical applied value of this teaching method in senior high school English reading teaching.On the strength of this teaching pattern,the following two problems are studied:(1)What impact does the application of Problem-based Teaching Method have on students’ reading Learning Engagement?(2)What kind of effect does Problem-based Teaching Method have on students’ reading achievement scores? What are the differences among students of high,medium and low score groups?Guided by Problem-based Teaching Method and on the basis of Constructivism,Humanism and Cooperative Learning Theory,two parallel classes of senior one are singled out as the research subjects in XX school in Linfen City.The experimental class and the control class are taught by the same teacher,employing the same teaching materials and teaching time.The experimental class adopts PBL teaching method in reading teaching,while the control class applies Grammar-translation Method teaching method.Before the experiment,a questionnaire and pre-test are conducted on the students of the two classes.At the end of the experiment,students in both classes are given questionnaires and tests,and only interviews are conducted in the experimental class.Through the analysis and discussion of questionnaires,reading tests and interviews,the following conclusions are drawn: first,the application of Problem-based Teaching Method in English reading teaching can enhance efficaciously students’ engagement in English reading,activate students’ initiative in English learning,nurture students’ team spirit and better their communication and expression competency.Secondly,compared with the Grammar-translation Teaching Method,the Problem-based Teaching Method can more efficaciously enhance students’ reading performance.PBL Teaching Method is more effectual for immediate score group students and low score group students,and the performance of low score group students is increased noticeably.It has relatively little impact on the high score group students,but it also exerts a particularly active influence on the enhancement of capability in all aspects.Finally,through the interview,it can be inferred that the employment of Problem-based Teaching Method has some energetic meanings for the present condition of English reading instruction in senior high school.Research has illustrated that the application of Problem-based Pedagogical Method can provide reference points for reading teaching in senior high school.The thesis concludes with a wider discussion of the findings and pedagogical implications.The limitation of this thesis and recommendations of the subsequent study are pointed out. |
