An Experimental Research On The Application Of Production-oriented Approach And Cooperative Learning Mode To Senior High School Reading Teaching

Reading is an important way of language input,and the development of reading ability can effectively promote the improvement of listening,speaking,reading and writing ability.The General Senior High School Curriculum Standards(2017Edition)clearly states that during the teaching of reading,the teacher needs to pay attention to the development of students’ language use skills while improving their cognitive level at the end of the teaching.Meanwhile,the new curriculum once again reaffirms the importance of cooperative learning and requires senior high school students to have the consciousness of cooperative learning and be willing to share various learning resources with others.The promulgation of the curriculum has put forward higher requirements for English reading learning and teaching,so new teaching methods and educational concepts should be constantly explored to improve students’ reading skills.Production-oriented approach(POA)is a teaching model proposed by Professor Wen Qiufang based on China’s learning situation,which is in line with Chinese students’ learning level.This theory is based on teaching hypotheses(output-driven hypothesis,input enabling hypothesis and selective learning hypothesis),and implements the principles of learning center and learning-using integrated through three links: motivating,enabling and assessing.In this study,the production-oriented approach and cooperative learning are applied to English reading teaching in senior high schools to explore whether this model is beneficial to improve the teaching effect of English reading.So as to summarize the guiding significance of the model in English reading teaching,and solve the following three questions:(1)Under this model,what changes have taken place in the reading competence of students in the experimental class?(2)Under this model,what changes have taken place in the reading competence of students in high,medium and low groups in the experimental class?Based on production-oriented approach and cooperative learning,in this study,118 students from two classes of a senior high school in Ganzhou were selected as the research subjects.Class 20 was the experimental class and class 21 was the control class.The experimental class used a combination of POA and cooperative learning to teach reading,while the control class used the traditional reading teaching model(PWP).At the end of one semester of the study,the author used tests and interviews as research tools,and used the software SPSS 26.0 to analyze the collected test data and to compile and summarize the results of the student and teacher interviews.The study showed that(1)the combined teaching mode of production-oriented approach and cooperative learning could effectively improve students’ reading competence in general.Before the experiment,the mean score of the experimental class(34.068)was not significantly different from that of the control class(33.898)(P=0.886>0.05);after the experiment,the mean score of the experimental class(38.6864)was higher than that of the control class(34.3644),which was significantly different(P=0.000<0.05).(2)The combined teaching model of production-oriented approach and cooperative learning can significantly improve the English reading competence of students in different groups.The results show that the reading competence of students in high,middle and low groups has obviously improved(p=0.000<0.05).Among them,the reading competence of the low group has improved the most.(3)The combined teaching model of production-oriented approach and cooperative learning can not narrow the polarization between high and low groups in experimental classes.Before the experiment,there was a significant difference between the high group and the low group(P=0.000<0.05),and after the experiment,there was also a significant difference between the high group and the low group(P=0.000<0.05).Based on the above findings,pedagogical implications are as follows:(1)Teachers should design output tasks and classroom activities scientifically and rationally,and the difficulty of the tasks should take into account the learning abilities of students at different levels.(2)Teachers should pay attention to scientific grouping when using group work in teaching.(3)English reading teaching should avoid separation of learning and use.In reading teaching,teachers can assign tasks that are close to students’ daily life and combine input and output activities.Based on the results of the study,the author concludes that the reading teaching model combining production-oriented approach and cooperative learning applied in high school English reading teaching can effectively improve students’ reading competence.The establishment of cooperative learning groups enables students to participate in the class more actively.The model of combining production-oriented approach and cooperative learning had a positive impact on high school English reading teaching.Therefore,the author believes that the teaching model combining production-oriented approach and cooperative learning can be effectively used in high school English reading teaching.