Research On Teaching Strategies Of English Reading Live Class In Senior High School Based On Gender Schema Theory

In the process of constantly exploring how to improve reading ability,scholars have realized that before mastering any successful language teaching method,we must fully consider students’ personality characteristics,and the study of gender differences in reading strategies is one of them.At present,there are many studies on reading strategies at home and abroad,but most of them focus on offline teaching,while there are few online studies.In online English classroom learning,male and female students often have differences in problem-solving strategies of English reading.However,in the teaching of live stream class,as teachers cannot directly see the gender of students as they do in offline classes,gender is often ignored in the teaching process,thus making it impossible to teach based on gender differences.Therefore,for live-streaming teachers,discovering gender differences in students’ reading and how to formulate and implement corresponding teaching strategies are issues worthy of in-depth study.Through teaching and testing,teachers found gender differences between male and female students in the process of reading,such as: the impact of the text genre on the gender differences between male and female students is not obvious;But when dealing with different subjects,boys’ ability to read scientific and sports articles is better than girls’;Girls’ ability to read health,dance and fashion articles is better than boys’;In terms of answering questions,boys’ ability to deal with reasoning questions is better;Girls have advantages in solving detailed understanding problems.The main reasons for the gender differences between boys and girls in reading are as follows: first,the differences in physiological structure lead to differences in reading thinking.Second,different ways of memory lead to different emphases of reading comprehension.Thirdly,the difference of cognitive structure leads to the different order of male and female students’ answering questions.Fourthly,the differences in reading interests lead to different preferences of male and female students for the subject matter of the article.Based on the differences,the corresponding teaching strategies for live reading are formulated: First,establish the reading confidence of male and female students differently;Second,stimulate male and female students’ interest in reading different articles;Third,improve the memory style of male and female students;Fourth,adjust the problem-solving thinking mode of boys and girls.The above teaching strategies are implemented in the live-streaming course.The methods are as follows: first,use audio and video before teaching to stimulate the reading interest of male and female students,and then increase the practice of male and female students on different article topics.Finally,strengthen the training of girls’ reasoning thinking and boys’ vocabulary memory.After the implementation of the teaching strategy,the students were tested again.The results showed that in terms of themes,boys’ improvement in female health,fashion and dance themes was not high,but the overall effect was better than that before teaching.Girls’ ability to solve problems on sports and science and technology subjects has been significantly improved.In terms of problem solving,boys’ progress in dealing with detail comprehension problems is very significant.Girls have made progress in reasoning and judgment,but they are weak.It can be seen that teaching strategies have some effect on improving the reading differences between male and female students.However,due to the limited sample size and other factors,this study has some shortcomings.More in-depth and detailed research is still needed in the future.