| English reading teaching is a significantly important part of English teaching in senior high school.It is not only an important way to cultivate students’ English reading ability,but also a powerful grip to implement the core quality of English subject proposed in the General Senior High School Curriculum Standards: English.However,in the actual teaching of English reading in senior high school,most English teachers regard English reading class as a process of language knowledge transmission,which leads to too much focus on language knowledge such as words,sentences,grammar,etc.in the class.Their cramming education ignores the cultivation of students’ English reading ability and damages students’ enthusiasm and interest in English learning.This kind of teaching mode also violates the requirements of English subject core competencies.The purpose of this study is to apply the blended teaching mode,a teaching method which combines the advantages of traditional face-to-face teaching and online learning,to the teaching of English reading in senior high school.The reason to apply this mode is that blended teaching mode can enhance students’ confidence and interest in English learning,improve the effect of English reading teaching,promote students’ English reading ability,and ultimately implement the core competencies of the subject.In order to verify the effectiveness of the blended teaching mode in the teaching of English reading in senior high school,this study adopts the action research method.The research questions of this study are as follows: 1.What effect does blended teaching mode have on students’ attitude towards English learning? 2.What effect does blended teaching mode have on students’ English reading learning? 3.How can blended teaching be carried out more effectively? The research objects of this study are students from two parallel classes of senior one in Keda Senior High School,Henan province.There are 52 students in each class,27 boys and 25 girls respectively in the two classes.Based on the analysis of the pretest results,the English reading ability of students in the two classes is almost the same.The average score in reading comprehension of Class A is slightly higher than that of Class B,but there is no significant difference.Therefore,Class B is selected for the experimental class to apply blended teaching mode during reading classes,while Class B as control class to use traditional teaching mode.During the experiment,the author designs the reading teaching based on blended teaching mode,which divides the blended English reading teaching into three stages: before-,whileand after-class.The author has carried out two rounds of action researches in the study,and each round of the action research is composed of four steps: planning,implementation,observation and reflection.The data collection tools used in this action research mainly include questionnaires,interviews,observations and tests.The author collects the qualitative data from the two rounds of research,and carries out SPSS 23.0 analysis of the quantitative data to detect the changes of students’ attitude,reading ability and achievement in English reading before and after the experiment.Through the four-month action research and based on the analysis of the questionnaire,interview,observation and test data,the following conclusions can be drawn: First,the application of blended teaching reading teaching in senior high school can help improve students’ confidence and interest in English learning.Second,the mode is effective.Online autonomous learning helps students lay a good knowledge and cultural foundation,and classroom cooperation and interaction promote students’ active thinking and participation,which is conducive to the improvement of students’ English performance and ability.Thirdly,the blended English reading teaching mode in senior high school is feasible and has been widely accepted by the students in the experimental class.Fourth,teachers’ effective use of blended English reading teaching can promote students’ autonomous learning ability and cooperative learning ability.In addition,teachers should implement blended reading teaching under the guidance of autonomous learning theory and cooperative theory,and teachers’ interaction and support significantly influence the quality of blended learning. |
