英语专业毕业论文Application of backward reasoning approach in the teaching of English reading in senior high school

1、application of backward reasoning approach in the teaching of english reading in senior high schooli. introductionmany high school english teachers still adopt the traditional english teaching method in the english class, which is too old to arouse the high school students english learning interests

2、. it is mainly the teachers speaking in front of blackboard while the students listening to them, the knowledge is chew up and fed by teachers to students one by one, however, the students only passively accept the knowledge but did not arouse the motivation and passion to learn english. as a result

3、, the teaching classroom atmosphere is very depressing because of the too simple teaching methods and lack of novelty. if the three-year high school time learning has only one english teacher for a student, whose teaching methods always keep the same, gradually, the student will certainly feel borin

4、g and lose interest in english class. if the teacher occasionally change the primarily english teaching method different from the many high school english teachers traditional, it is no longer a teacher speak while students listening to, but applying the backward of reasoning method, it will certain

5、ly end in very good effect. in short, backward reasoning approach is to find conditions through the conclusion, through arguing the accuracy of the conclusion under the condition of argumentation, thus to approve the correction of the proposition. in the teaching of english reading, the application

6、of backward reasoning approach will greatly improve the teaching of reading efficiency and stimulate the students learning interests in reading. this method is also an important method focused by numerous english teaching scholars in recent years.ii. the limitation of high schools english reading te

7、aching how to teach high school english reading class has always been a difficult problem to solve for most of the high school teachers. because the students are too afraid of english reading class, while the teacher also feel timid to teach the english reading class. but the importance of english r

8、eading classes urges both the teachers to grasp the nettle, solve it and also break it, leading the students master a really good english reading method so as to learn english more freely and easily. therefore, english education experts and scholars has been conducting repeated study and research fo

9、r a better teaching strategy of high school english reading in recent years, aiming to form feasible teaching strategy during the research process. in order to comprehensively analyse question, we must start from the defects of the question so as to find solutions to the defects. the main deficiency

10、 of high school english reading teaching at present are as follows:2.1. teachers dismembering the text destroys the whole perception of english reading and causes the limitations of reading comprehensionpart of the teachers always thought that an english article reading should make students understa

11、nd all of the words and sentences. according to this method, the english reading class becomes a four steps music, firstly explain the english words, secondly translate paragraph passage, thirdly analyse grammar knowledge and finally explain the practise questions after class. one the one hand, the

12、teachers did not consider students accept ability and digestive ability, instead, they direct infused all of knowledge to students while ignoring the students interest, training reading methods and imparting reading skills for them. on the other hand, high school students english background knowledg

13、e is limited, their mastery of related knowledge background is not too much and their mastery capability is not strong enough. besides, along with the growing age, high school students reading quantity is bigger and bigger, and the reading length also becomes longer and longer. especially on the gra

14、de three stages, students are facing higher pressures upon their schoolwork and more and more difficulties in english learning, as a result, many students feel sweaty, and some of them have gradually lost interest in english reading even lost confidence in learning english. 2.2. students psychology

15、dependence on teachers many students to think that teachers will explain all of book knowledge and answer the questions of after class practice any way, it is not necessary to spend time on thinking and practicing? after a long time, students will be more and more lazy to think by themselves but dep

16、endent on the teachers, what an unimaginable consequence it is! the author thinks that the teachers should not create this kind of psychology dependence for students any more but help students to study and think by themselves. 2.3. students vocabulary and language barrier cause the limitations of re

17、ading comprehension students fears for new knowledge; and it has this kind of case, the teacher will solve the new words before teaching new lessons, telling them the meaning and usage of the words. but when leaving the students reading by themselves, they usually stop and feel great barrier while m

18、eeting new words, because they want to know the meaning of words by looking for dictionaries and be afraid of miss something. what is more, they even stop reading any more just because of new words. at this time, students usually cant guess the meaning of words according to context, pictures, etc, i

19、n stead, they will choose to give up or waiting for teachers telling them the meaning of the new words, this kind of psychological dependence influence the students interest and reading effect in the reading in a certain extent, what is worse, it also mislead students to learn the english reading me

20、thods.2.4. the limitations of english reading comprehension caused by the cultural difference between chinese and western students lack of the relevant background knowledge; the differences between chinese and western culture also form students comprehension obstacles of english reading. since the c

21、hinese and western culture have big differences, students cant thoroughly understand the reading materials according to their own knowledge, sometimes even understanding the meaning of each word of the whole passage, they can not grasp the real meaning if thinking in a chinese way. for example: we a

22、ll live in the colorful world, which makes use of color words to express thousands and millions of colors as for the word blue, the meaning is well known even by the first-year kids, but english but the english and chinese languages customs and habits are very different from each other, the expressi

23、ons to symbolize color are also quite different. this is why the same color also has different meanings and usages. besides, this words also means a feeling of melancholy, for example: everybody has blue days. if a student does not know these cultural differences, they can not understand different m

24、eaning of the word blue, how can they understand the meaning of this sentence.2.5. the limitations of english reading comprehension caused by the narrow scope of english reading the students reading scope is too narrow; nowadays, currently , the students will enlarge their chinese skills and knowled

25、ge a lot of language stimulation and acquisition and a great number of extracurricular reading materials, such as composition selections, fairy tales, novels, tv media, network and so on. however, students english reading is mainly limited to the english reading material of textbooks, but their quan

26、tity of extracurricular reading is too little, which cannot seasonable extend students reading range, even causing reading narrowness.2.6. the low reading interest caused by single teaching strategy the teachers teaching strategy is too single which are mainly existing in the single teaching strateg

27、y in english reading. the consistently teaching strategy in the traditional teaching are accordance with the four steps: solve new words -read the article- understand and translate article - do exercises, this kind of four step music can not stimulate students english study enthusiasm and arouse stu

28、dents positive motivation of english learning, gradually, the students will develop a kind of burnout mood and absent-minded study attitude. such vicious circle finally cause the students disgusted studying. above is the summary the present stage of high school english teaching defects in english re

29、ading, making use of backward reasoning approach will greatly remove these problems.3.1.the definition of backward reasoning approachin short, the backward reasoning approach is to find conditions through the conclusion, and to approve the correction of the proposition through arguing the accuracy o

30、f the conclusion under the condition of argumentation. that is to say, it reasonings the known condition through the conclusion so as to prove the correction of conclusions. rao zuhai, as the master major in technology economy and management of tsinghua university school of economics and management

31、and his supervisor huan yunhuan as the professor of tsinghua university of economics and management had pointed out in their classic research - the research facing future-the backward reasoning approach that the main feature of the backward reasoning approach distinguished from other teaching method

32、s is focus, it is not to focus what will be happen in the future. a clear and regular research refers to back reasoning from a description of the expected future to the current time, so as to make sure the practical feasibility of description of the expected future and recommend to take what kind of

33、 corresponding policy. robinson said, the backward reasoning approach is a kind of method. under this way, a study is making progress under a series of fixed steps continuously. besides, each step also can be divided into several steps. obviously, this is trying to make backward reasoning approach i

34、nto a kind of very comprehensive and convincing research methods. however, through the international experts scholars research, backward reasoning approach should be considered as a more general research approaches, an attitude, but not a method. the backward reasoning approach is more inclined to w

35、iden eye view, overlooking all methods and options with an open eye in a more fundamental level. which encourage people to seek new ways and means along reverse direction of the expected future which might come true. this paper starts from the definition of the backward reasoning approach, analysing

36、 the defects of the fixed teaching method at present as well as the role of backward reasoning approach in english teaching method of english reading. from the specific application of backward reasoning approach in high school english reading teaching, this paper analyses the significant role of bac

37、kward reasoning approach in high school english reading teaching .3.2.the practical importance of backward reasoning approachthe backward reasoning method has been widely used in every discipline fields. such as mathematics physics chemistry and so on. however, it is not used largely in the field of

38、 english teaching. at present, with many english learners came back from aboard, more and more advanced teaching idea has been introduced to our country. backward reasoning method is one of them which is spoken high of by many western teaching scholars. the most important importance of backward reas

39、oning approach is it can arouse the interests of students to proceed into the passage and stimulate the subjective initiative and generate the interest to english. as we all know, it is very important to stimulate the interest of students to one curriculum. interest is the motivation to continue stu

40、dy. in this kind of situation, the class atmosphere and mutual unity cooperation ability also has a little change. besides, backward reasoning method can decrease the difficulty of a question and guide the student to solve problem by the most convenient way, so, it can change the thinking mode. abov

41、e all, we can summary that the backward reasoning method is very important.3.3. backward reasoning approach sourcethe backward reasoning method was firstly proposed by lovins in the 1970s. which was applied to the future investigation for energy, wegener push it expanding at that time. till the 1980

42、s, robinson made further development for it, and then formed a systematic analysis methodology to analysis the future situation. subsequently, the backward reasoning approach was widely promoted in the countries all over the world. in canada, the united states and europe countries, the backward reas

43、oning approach is widely applied in the government agencies, big enterprises, especially having great application in education field.4.2. the characteristics of backward reasoning approach theorythe conception of backward reasoning method is very novel from the angle of conclusion, giving students a

44、 new analysis model to solve new problems. its importance is being able to break free from conventions, so it can stimulate the students subjective initiative. meanwhile, the backward reasoning approach analyses problems from a relatively simple level, which not only can change the boring and compli

45、cated atmosphere of english learning, but also can strength students thinking desire. generally speaking, it is a very effective teaching theory and method. the most important point is that backward reasoning method can inspire students to develop various ways to solve problems, so as to achieve the

46、 purpose of fast problem solutions. 4.3 the combination of english reading learning and backward reasoning approach theory the combination of english reading learning and backward reasoning approach theory is a important issue. in the studying of english reading. students can also use this method to

47、 solve a problem. for example, students can first look the questions of the reading passage and read the text with these questions. in this way, students can not only grasp the center of the article, but also save the time. v. the application of backward reasoning approach in english reading teachin

48、g5.1. the teaching method of high school english reading 5.2. the relationship between backward reasoning approach theory and high school english reading teaching 5.3. the application process of backward reasoning approach in english reading teaching 1. in reading articles, most teachers will tell s

49、tudents that: the main contents will usually turns up in the first paragraph or the last paragraph in the article. the first paragraph is theme section, the next paragraph is support section, the last paragraph summarization, reaching the echo throughout the article. then told students to read a few

50、 of articles, and then analyses it from the first paragraph. although the students seem like understand something, but they learn too passively, not really understanding and learning the essence and applying it to the practical english reading. however, if teachers adopted backward reasoning approac

51、h to divide an complete article into several parts and disrupt the order. and then ask the student s to reorder it after reading it. as a result, the student will learn how to think by their own brain positively, and how to find the close link between paragraphs and paragraphs. such study, the stude

52、nts can learn initiatively and truly realize the truth, so the knowledge leaving a deep impression for them which is much easier for them to apply what they had learned to the real application. 2. in the common reading teaching, the teacher usually let students read a passage from the beginning to e

53、nd, and then finish a few reading comprehension questions, or answer several problems proposed by the teacher. then the teacher will start to explain words and translate the passage. as a result, the students learned passively in the reading class and gradually lost their learning passion. but if th

54、e teacher can adopt backward reasoning approach in the teaching process, only ask students to read one part of the article, and then makes use of backward reasoning approach to reasoning the main content of other parts according to the content of the part. it will get an unexpected result.the teache

55、r divides the students into 6 students group according to the length of the article. these 6 students groups are ab group, cd group, and ef group. they are asked to read about one-third of the article respectively. after they finish their part, the 2 students of each group will analysis and discuss

56、the content what they read, summarize the main ideas of the part, even infer the main content of the other parts. then again, the teacher divides the 6 students into two group, ace a group, and bdf a group, each representing their original group. at first, let the other two student to tell him their

57、 inference, then announce the main content of what he has read, also learned the main content of the other parts. thus each group will all know the main idea of the whole passage, and even comparing other students description to their inference so as to judge whether his inference is right or wrong

58、and train their english listening and speaking ability. for example, sb1 b lesson 74 and 75 “the secret is out!”. the teacher divides the student into 6 students a group, ab read first 1-2 paragraphs of lesson 74, cd read 3-5 paragraphs, ef read the lesson 75 . after 3-4 minutes, each team can finis

59、h reading and summarize the main ideas of read passages.abs main idea of the paragraphs: mr king was once one of the best engineers in the notco company in australia. one day, his legs were badly hurt and was taken to hospital quickly. but when the doctor asked him to remove his trousers in order to examine his legs, he refused. nobody knew the problem.cds main idea of the paragraphs: in fact,