| The New English Curriculum Standard for Senior High School(2017edition,2020 revision)clearly states that the value of subject education is reflected in core literacy.It emphasizes the need to cultivate students’ English core literacy through the English curriculum,which involves language ability,cultural awareness,thinking quality,and learning ability.By doing so,students will gradually acquire correct values,essential qualities,and key competencies.Learning Guidance was first compiled in the 1990 s,before the new curriculum was introduced.Despite extensive research on learning guidance in the educational field,little progress has been made.While some scholars have studied Learning Guidance in English,research on concretely applying English core literacy to Learning Guidance in reading is still in the exploratory stage.This study aims to answer the following questions: first,can Learning Guidance in reading improve students’ reading interest? Second,can Learning Guidance enhance students’ autonomous learning ability? And third,can Learning Guidance improve students’ reading scores?The study focuses on senior one students from a high school in G city.The author first sorts out relevant concepts such as English core literacy,Learning Guidance,and Constructivism,by analyzing those relevant terms,providing theoretical support for the study.The author then applies different teaching methods and observations in the experimental and control classes,and uses questionnaire surveys,interviews as well as tests to collect and analyze research data.After a semester of teaching practice and data analysis,the study reveals that,on the basis of English core literacy,learning guidance in reading can first improve students’ reading interest and change their learning attitude.In the experimental process,students use learning guidance to preview and review actively,their autonomous learning ability is enhanced.Finally,based on students’ careful use of learning guidance,their English reading scores have significantly improved. |
