A Study On The Application Of "Read-to-Write" Teaching Mode In Senior High School English Reading Teaching

With the proposal of core competencies and the reformation of the New National College Entrance Examination,students’ reading requirements have been increased so developing students’ English reading capacity has become the focus of research.However,at present,most teachers still adopt the traditional and single teaching mode,which restricts the development of students’ autonomy and creativity to some extent.Therefore,students are not good at achieving high grades.In addition,English reading materials in high schools are long and difficult,which affects students’ English reading character,because students cannot adjust the reading strategies and hard to understand the main idea and specific ideas.This study aims at exploring the effect of the “Read-to-Write” teaching model on the English reading ability of high school students through carrying out experimental research,and then the author puts forward the following three research questions:(1)Can the “Read-to-write” mode enhance the reading comprehension ability of senior high school students?(2)With the “Read-to-write” model,which kinds of reading skills can be expressively enhanced among guessing the new words,noticing the main idea,and making inferences?(3)Can the “Read-to-write” mode enhance the English senior high school students’ reading character?In this study,two classes with 110 students from a certain Middle School in Huaibei are studied.The controlled class adopts the traditional reading mode that PWP does not involve writing.The experimental class adopts the reading mode of“Read-to-Write”,which is carried out through the writing activities of expansion,summary,and continuation writing.The teaching lasts for nearly a semester.In the experiment,two classes are asked to collect data on reading character before and after the semester.The English reading test paper is used to collect the reading scores and three reading skills to analyze the reading abilities of high school students.The data collected will be entered into SPSS 24.0 and analyzed by the methods of descriptive analysis,T-test for independent samples,and T-test for paired-samples.The research results showed that: 1)the “Read-to-Write” teaching mode can significantly improve senior high school students’ English reading comprehension ability;2)the“Read-to-Write” teaching mode can improve students’ abilities of understanding the gist idea and making inferences,but cannot improve the ability of guessing new words;3)the “Read-to-Write” teaching mode can significantly improve senior high school students’ English reading character.The study uses “Read-to-Write” mode to verify the result of previous research,and provides some reference for English reading teaching in high schools.In addition,the main inspirations of this research are as follows: teachers can combine reading mode and writing mode to establish the awareness of teaching reading and writing materials.Teachers should select proper writing styles such as expansion,summary and continuous writing to develop students’ reading habits,reading awareness and reading capacity.