The Effect Of PBLRQA Teaching Model On Students’ Autonomous Learning Ability

In 2017,the Ministry of Education issued General Senior High School Curriculum Standards,which clearly pointed out that the English curriculum for high schools needs to develop students’ learning ability and other English core competence.Autonomous learning ability is an essential part of students’ learning abilities and plays a vital role in students’ English learning.Driven by strong learning motivation,individuals with a high level of autonomous learning ability can reasonably plan and arrange learning time,flexibly use learning strategies and methods,timely monitor and adjust learning process,summarize and evaluate learning results to promote self-improvement.To cultivate students’ autonomous learning ability,more scholars have proposed a teaching model--the PBLRQA teaching model.Research has confirmed the effectiveness of the PBLRQA teaching model on students’ autonomous learning ability.However,no research has yet been done to combine this model with the field of English teaching to explore its impacts on students’ autonomous learning ability in English learning.This study applies the PBLRQA teaching model to English reading teaching to explore its effect on high school students’ autonomous learning ability in English.At the same time,since many previous studies have verified the positive correlation between students’ autonomous learning ability and academic performance,this study also explores the effect of the PBLRQA teaching model on students’ reading scores.To reach these purposes,this study mainly focuses on two questions: 1)What impacts does PBLRQA teaching model have on students’ English autonomous learning ability? Which aspects have significant change among the six dimensions of students’ autonomous learning ability? 2)What effects does PBLRQA teaching model have on senior high school students’ English reading scores?The participants of this study were 105 first-year students from a high school in Chongqing.In the experiment,the PBLRQA teaching model was used in the experimental class and the conventional English reading teaching model was used in the control class.Before and after the experiment,a questionnaire survey was conducted on the students’ autonomous learning ability in English,and data collection was conducted on their reading scores.Combined with the analysis of the interview records of the students after the experiment,the main findings were as follows: First,the PBLRQA teaching model can help students improve their English autonomous learning ability,which is reflected in the six dimensions.There are certain differences in the specific sub-division of each dimension.The PBLRQA teaching model can stimulate students’ English learning motivation and cultivate students’ comprehensive abilities of time management,use of learning strategies and methods,monitoring and regulation of learning processes,summary and analysis of learning results,and utilization of learning environment.Secondly,the PBLRQA teaching model also contributes to students’ reading scores.After the implementation of the experiment,students’ reading performance in the experimental class increased significantly.To conclude,the application of the PBLRQA teaching model in teaching reading can effectively improve students’ autonomous learning ability and reading ability,which gives new enlightenment to present reading teaching.