An Action Research On The Application Of The "6+1" Model To English Reading Teaching

Reading teaching has always been the top priority in English teaching.However,due to the differences in the basic English level of every student in compulsory education,the English reading ability of high school students is different,which brings certain difficulties to the English reading teaching in high school.English reading activities are the main front for students to acquire discourse knowledge and cultivate English thinking quality and learning ability.However,from the current research,there are still many problems in the design of English reading activities.In the high school where the author works,there are problems in the “reading ways” of students and the“teaching methods” of teachers,for instance,the inefficient English reading lesson and the lack of the reading ability.As for the optional course content,teachers can not find the appropriate methods.In order to solve the practical problems in high school English reading teaching,the author studies literature to explore the influence of “6+1”teaching mode on English reading teaching.Based on constructivism and humanism theory,this study mainly adopts the method of action research to explore the teaching effect of “6+1” teaching mode applied in high school English class.The author conducted two rounds of action research on 114 students in grade two of high school,aiming to solve the following research questions: 1)Can the “6+1” teaching model improve students’ reading achievement? 2)Can “6+1”teaching model improve students’ interest in reading? In order to better examine the problem and adjust the action research,this study uses test paper,questionnaires and interview outline as research tools.The first round of action research mainly explores the specific operation mode of “6+1” teaching model in our school.The second round of action research mainly combines the practical application of the first round of action research to improve the “6+1” teaching model.The results show that: first,the “6+1” teaching mode can effectively promote students’ interest in reading through students’ presentation and group activities,thus improving students’ attitude towards English reading;second,“6+1” teaching mode can effectively improve students’ English reading performance by cultivating students’ independent reading habit and critical thinking ability through hierarchical teaching.Based on the research conclusion,the researcher puts forward the corresponding teaching enlightenment.Teachers need to be properly involved in the group discussion to get timely feedback.Teachers’ evaluation can be combined with students’ presentation,and students can have a class summary at the end of the class.The usage of important words can be put in the preview class by using the learning guidebook,and the corresponding language application can be interspersed into the reading class.