中学生英语阅读能力培养调查-No.12中学案例研究

PurposeandImplementationoftheSurveyWiththechangeanddevelopmentoftheera,Englishhasbeenwidelyspread,andevenEnglisheducationhasattractedmoreandmoreattentionofhuman.TakingChinesesecondaryschoolsasanexample,Englishclassisoneofthethreemaincourses.InEnglishlearning,Englishreadingaccountsforalargeproportionofthescores.Meanwhile,theNewEnglishCurriculumReforminChinarequiresthatEnglishreadingabilitybefostered[1].TheNewEnglishCurriculumReformfocusesonchangingthetraditionalEnglishteachingmode,emphasizingthestudent-centeredteachingmode,advocatingthecommunicativelearningmodeandtask-basedteachingapproach.Secondly,bothlinguisticandnon-linguisticfactorsseriouslyhindertheimprovementofEnglishreadingabilityofsecondaryschoolstudents.Englishreadingplaysanextremelyimportantroleinstudents'Englishlearning.However,thetraditionalteachingmodeisstillintheleadingpositioninthesecondaryschoolEnglishclassroomteaching.Nowadays,EnglishreadingoccupiesalargeproportioninEnglishexaminations.Atthesametime,secondaryschoolisthebasicstageforstudentstolearnEnglish.Thisstageisconducivetostimulatingstudents'interestinEnglishlearning.TheimportanceattachedbyschoolstoEnglishcoursesisalsooneoftheindispensableconditionsforcultivatingstudents'Englishreadingability.Itisnotonlybeneficialtotheirvariousexaminations,butalsoconducivetoearlyadaptationtotheforeignlanguageenvironment.1.1ResearchSignificanceEnglishreadingability,asoneoftheimportantindicatorsofforeignlanguageproficiency,isthecoreofEnglishteachingandplaysavitalroleinEnglishteaching.Forsecondaryschoolstudents,readingabilitydirectlyaffectstheirEnglishachievement.AlthoughstudentswithhighEnglishproficiencyhavemasteredacertainvocabulary,theircomprehensionoftheoverallmeaningofthetextwillbefragmentedduetoimpropermethods,thusseriouslyhinderingtheimprovementoftheirreadingability[2].Meanwhile,Englishteachingshouldstartfromfouraspects,itconcludes,listening,speaking,readingandwriting.Throughtheapplicationofinnovativeteachingmethods,Englishabilityofstudentscanbeimprovedandteachingqualitycanbeimproved.Amongthem,Englishreadingisanimportantwaytoaccumulatewritingmaterials,consolidatethecornerstoneoforalexpression,improvelisteningability,andaccumulatevocabulary[3].ThisstudycanrevealthesignificanceofEnglishreadingfromtwoaspects.Oneisaccordingtotherequirementsofthenewcurriculumreform,thetraditionalteacher-centeredteachingmodelhasbeentransformedintostudent-centeredteachingmodel,sothatstudentscanbethemastersofclasslearning,stimulateinterestofstudentsinEnglishlearning,guidestudentstodevelopgoodEnglishlearninghabits,andevencultivatetheirEnglishreadingability.Theotheroneissecondarystudentshavegreatpotentialfordevelopment.ThepurposeofcultivatingEnglishreadingabilitysecondaryschoolstudentsisnotonlytofacevariousexaminations,butalsotobroadentheiroutlook,comprehendtheworldandincreasetheirawarenessofallkindsofknowledge,enrichtheirextracurricularknowledge,adapttoWesternideas,andevencultivateagoodforeignlanguagecontextfromanearlyage,layingagoodfoundationfortheirfuturestudyandwork.1.2ResearchSubjectsInsecondaryschoolEnglishteaching,theimportanceofreadingcomprehensionisobvious,whetherfromtheproportionofthevolume,orforstudentstoacquirenewknowledge,itisparticularlyimportant.However,manystudentsareweakinthisrespect.Therearemanyfactorsaffectingreadingcomprehension,suchasbadreadinghabits,lackofvocabulary,slowreadingspeed,lackofreadingskills,ignoringthecultivationofreadingthinkingandlanguagesense.WiththeincreasingnumberofEnglishreadinginsecondaryschools,thelimitationofthinkingabilityofstudentshasbecomeamajorobstaclehinderingthemfromimprovingtheirEnglishtestscores.Readingcomprehensionquestionsaremoreandmoreusedtotesttheirunderstandingoftheimpliedmeaning,logicalstructureandgeneralpurposeofthearticle.Mostoftheanswerstothequestionsarehiddeninthecontextofthearticle.Studentsoftenhavenowaytorecognizethemdirectlyfromtheirsuperficialmeanings.Theymustusetheirbrainsandactivatetheirthinking.Therefore,inordertogethighmarksinEnglishexams,studentsmustlearntouseflexiblethinkingmethodssuchasanalysis,synthesis,induction,judgment,reasoningandsoon.ItcanbefoundthatoneoftheurgentproblemsinEnglishteachingisthecultivationofmiddleschoolstudents'Englishreadingability.However,theauthorworkedasanEnglishinternshipteacherinJinzhouNo.12SecondarySchoolforayear.Atthesametime,theauthorrecognizedthattheEnglishachievementoftheeighthgradestudentsisgeneral.Duringtheinternshipperiod,teachersoftencommunicatewithothersaboutthereasonsfortheinstabilityoftheirperformanceandachievementinclass.ThemainreasonisthattheamountofEnglishlearningistoolarge,especiallythepartofEnglishreading,whichistime-consumingandimproveslittleformoststudents.Therefore,theauthorbelievesthatthecultivationofEnglishreadingabilityofstudentsisatypicalteachingcase,whichdeservestobestudied.Therefore,theauthorchoosesthistopicasthethemeofthisstudy.Meanwhile,theauthorinvitedfourEnglishteachersandrandomlyselected100studentsfromtheeighthgradetoparticipateinthesurvey.1.3ResearchMethodsThissurveyneedstousequestionnaires,interviewandauthoritativedataanalysistoconductinvestigation.Firstly,theauthorconductedaquestionnairesurveyon100studentsinGrade8of12middleschoolsinthisstudy.Andcollateandanalyzethe100questionnaires,summarizeandanalyzethedata,anddrawthefollowingconclusions;secondly,one-to-oneinterviewswereconductedwithfourEnglishteachersintheeighthgrade,includingtheoverallsituationoftheEnglishreadingabilityofstudentsintheeighthgrade,theteachingpointsandmethodsthatneedtobeimproved,andtheirviewsandsuggestionsontheexpectationsofstudentsforthefutureandthecultivationoftheirEnglishreadingability;Finally,theresultsofthisstudyaresupportedbyauthoritativedataanalysis[4].FortheQuestionnaire,itismainlyaimedat100studentsintheeighthgradeofJinzhouNo.12SecondarySchool.Thecontentofthequestionnaireincludesthefollowingaspects.1.learningsituationandself-assessmentofEnglishfoundationforstudents;2.attitudesandmotivationsofstudentsinEnglishreading;3.selectionofreadingmaterials;4.strategiesandhabitsofreading;5.effectsandobstaclesofreading.Fortheinterview,theauthorinterviewedfourEnglishteachersfromtheeighthgradeofJinzhouNo.12MiddleSchool.ThepurposeofthisinterviewistounderstandandanalyzetheguidingroleoftheseEnglishteachersintrainingmiddleschoolstudents'Englishreadingability.Thereare4questionsintheinterview:1.Whatproblemsdidyoufindinyourreadingclass?2.HaveyouintroducedtheskillsofEnglishreadingtothestudents?Whatspecificreadingskillshaveyouintroduced?3.HaveyourecommendedEnglishextracurricularreadingmaterialstostudents?WhatEnglishextracurricularreadingmaterialsdoyourecommendtostudents?Newspapers,magazines,booksortheInternet?Whatisthespecificcontent?4.Throughyourdailyclassroom,whatproblemswillstudentshaveinlearningEnglishreading?Howdoyouhelpstudentssolvetheseproblems,ordoyouhaveanybetterproposaltosolvethesematters?Fortheauthoritativedataanalysis,theresearchdatacanbemoreaccurate,whichisconducivetoprovidingsufficientbasisforthecultivationofsecondaryschoolstudents'Englishreadingability.2ResearchAnalysisComprehendingarticlesandgraspinginformationaretheparoxysmgoalofcultivatingEnglishreadingabilityofsecondaryschoolstudents.Thehingetoreadingskillsistocomprehendtheinformationandcontentcontainedineacharticleinthefewesttime.Differentwaysofreadingmakeittakedifferenttimeforeveryonetounderstandthearticle.Consequently,thisstudywillprobeintotheproblemsandphenomenaofEnglishreadingamongtheeighthgradestudentsofJinzhouNo.12SecondarySchoolthroughquestionnaires,interviewsandauthoritativedataanalysis.2.1Questionnaireshemaintopicscoveredinthisquestionnaireincludesixcategories:Learningsituationandself-assessmentofEnglishfoundationforstudents(Questions1-4);AttitudesandmotivationsforEnglishreading(Questions5-9);SelectionofEnglishreadingmaterials(Questions10-12);Strategiesandhabitsofreading(Questions13-15);Effectsandobstaclesofreading(Questions16-18);Subjectivequestionsonthedevelopmentofreadingability.2.1.1LearningSituationandSelf-AssessmentforStudentsForthelearningsituationandself-assessmentforstudents,theproportionofmaleandfemalestudentsparticipatinginthequestionnaireisbalanced.Studentsparticipatinginthequestionnairecanbedividedintothreelevelsaccordingtotheresultsofself-evaluation,buttheoverallfluctuationissmall.Chart2.1.1LearningSituationandSelf-AssessmentforStudentsAccordingtothedatashowninthetableabove,theself-assessmentofEnglishreadingfoundationofstudentsisnotperfect.MostofthestudentssupporttheideaoftrainingEnglishreadingability,upto66%,whichmeansthatthisinvestigationisveryhelpfulforsecondaryschoolstudents[5].Consequently,intheQuestionnaireonEnglishReadingAbilityTrainingofStudentsinJinzhouNo.12SecondarySchool,mostofthestudentssurveyeddeemthatitisexceedingsignificanttoEnglishreadingabilityofcultivatestudents.ItisbeyondhopethatmorethanhalfofthestudentsfeelthattheyhavenofaithinlearningEnglishreadingwell.However,theeighthgradestudentsarefacedwithvariousimportantEnglishexaminations,whichneedtopayattentiontotheexerciseofEnglishreadingability.IfwedonotrealizetheimportanceofEnglishreadingability,theirEnglishscoreswillnotbesignificantlyimproved,andevenleadtothefailureofthehighschoolentranceexamination.2.1.2AttitudesandMotivationsinEnglishReadingThemotivationandattitudeofsecondaryschoolstudentsinEnglishlearningreferstothemotivationfactoroflearnersinlearningEnglish,andistheintrinsicdrivingforceforlearnerstomotivatethemselvestoachievethegoalofEnglishlearning.Thestudyfoundthatmotivationofstudentswaspositivelycorrelatedwiththeiracademicperformance.Highlymotivatedpeopletendtohavebetterachievementthanlowmotivatedpeople.Chart2.1.2AttitudesandMotivationsinEnglishReadingAccordingtothedatashowninthesetablesabove,thetimespentonEnglishreadingismainlylessthanonehour,accountingfor79%.ThisshowsthattheoverallweaknessoftheirEnglishreadingabilityisduetothelackoftrainingtimeforEnglishreading,andthecultivationofEnglishreadingabilityjustneedsenoughtimetocarryout[6].Next,itwasfoundthat78%ofthestudentsweremotivatedtoimprovetheirgrades,12%weremotivatedtolearncurrentnewsand10%weremotivatedbytheirloveofEnglishreading.ItcanbeseenthatEnglishreadinginitiativeofsecondaryschoolstudentsisdisappointing,thatistosay,itwillbebeastwithdifficultiesforthemtodeveloptheirEnglishreadingability.60%ofthestudentsselecttoreadonaccountoftheycouldelevatetheirreadingcomprehensionintheentranceexamination.24%readinordertoenrichtheirextracurricularknowledge;18%readinordertounderstandcurrentaffairsnewsandchooseothers.Thisshowsthatmoststudentsreadinordertoimprovetheirperformance,ratherthantoimprovetheirEnglishreadinglevel.However,theNewCurriculumReformrequiresteacherstoachievequalityeducationinteachingandstudentstolearntostudyindependently,whichcompletelydoesnotmeettherequirementsoftheNewCurriculumReform.Finally,itcanseethatthestudentsusuallyusetoimprovetheirEnglishreadingmainlyrelyontheparticipationandguidanceofteachers,accountingfor62%,thismeansthatstudentsareaccustomedtothetraditionalwayofeducation,resultinginrelativelyweakautonomouslearningability.Atthesametime,itiscommendablethatnearlyhalfofthestudentsthinkthatmorepracticeisneededtoimprovetheirEnglishreadingability,whichshowsthatstudentsunderstandthekeytoimprovetheirEnglishreadingability[7].2.1.3SelectionofReadingMaterialsReadingmaterialisakindoftextualmaterial,whichisaneffectivewaytoinputthetargetlanguageinthecontextofclasssize.Inrecentyears,thefeaturesofEnglisharticlesinthemiddleschoolentranceexaminationare:largeamountofinformationandstrongpracticability.Becauseitshouldbepracticalandclosetolife.Chart2.1.3SelectionofReadingMaterialsAccordingtothedatashowninthetableabove,itcanseethatinthecurrenteducationalenvironment,morestudentschoosetouseintelligentmeanstoreadEnglish,ofwhich46%usemobilephonesand20%usecomputers.Comparativelyspeaking,only16%and18%ofthestudentschoosetousepapernewspapersandbooksforEnglishreading,whichshowsthatwiththeprogressofthetimes,students'learningmethodshavebecomediverseandtheiraccesstoknowledgehasbecomerichandcolorful.Buttherearealsosomedrawbacks,secondaryschoolstudentsarestillinthedevelopmentstage,toomuchuseofelectronicproductshasacertainnegativeimpactonvision.Inaddition,theycannotguaranteethattheyhavebeenlearningduringtheuseofelectronicproducts,soitisrecommendedthatstudentsreadmorepapernewspapersorbooks[8].2.1.4StrategiesandhabitsofreadingIfstudentsaredesiroustocultivatetheirlearninghabitsandstrategies,theyshouldtakenoteofEnglishlearningmethods.LearningEnglishisnotonlyforexaminations,butalsoforfutureworkandlife.Habitsandstrategiesplayagreatrole,willbecomepassivetoactive,sotheeffectoflearningwillnaturallyimprovemoreandmore.Foreighthgradestudents,listeningandspeakingexercisesshouldbeadheredto,focusingonexpandingvocabularyandreading,inordertoimprovetheabilityofcomprehensiveuseoflanguage.Chart2.1.4StrategiesandhabitsofreadingSomematterscanbeobtainedfromtheabovecharts.Moststudentscanusereadingstrategiescorrectly,accountingfor69%,but10%ofthemcanmasterreadingstrategiesskillfully.ThisshowsthatinordertoimprovetheirEnglishreadingliteracy,theyshouldnotonlystayattheirlevelofknowledge,butalsoapplywhattheyhavelearnedtopractice.Atthesametime,itisnecessarytohelp33%ofthestudentschangefromnotknowingwhatreadingstrategiesareintolearning,applyingandmastering.However,43%ofthestudentsdidnotformproperreadinghabits.Generallyspeaking,theyrefertoreadingwordswordbywordorreadingaloud.ThisbadhabitseriouslyhindersthereadingspeedandisnotconducivetotheeffectivecultivationofEnglishreadingabilityofstudentsinalimitedtime.WordisthemostimportantpartofenhanceEnglishreadingabilityforstudents.Whatwillstudentsdowhentheyencounternewwords?Thetableshowthat29%ofthestudentschoosetolookupwordsand48%ofthestudentschoosetoskipthem.Infact,neitherofthesetwomethodsisadvocated,becausethereisnodictionaryforustorefertointheexam.IftheirEnglishfoundationisnotgoodenough,skippingthenewwordswillleadtothewholearticlemaynotunderstand.AnotherpossibilityisthatinEnglish,awordwillappearpolysemousphenomenon,evenifthestudentsknowonemeaningoftheworddoesnotmeanthatthemeaningofthewordisestablishedinthearticle[9].2.1.5EffectsandObstaclesofReadingManyinfluencesandobstaclesaffectthecultivationofmiddleschoolstudents'Englishreadingability.ButoneofthenecessaryfactorsinlearningEnglishistheirreadingqualityanditisalsothecrucialtopromotetheirreadingcomprehension.VocabularyandgrammararetheweaknessesofmoststudentsinlearningEnglishreading.Thefollowingsurveyandanalysisreflectsthisview.Chart2.1.4EffectandObstaclesofReadingAccordingtothedatashownintwotablesabove,itcanseethatmoststudentsdonotknowwhatisthecentralpointofEnglishreading,sotheyhavealwaysbeeninterestedinEnglishreadingandtheirmotivationtolearnislow[10].Next,accordingtothedataofthebiggestobstaclestostudents'understandingofthecontentofthearticle,32%chose"Cannotanalyzethemeaningandstructureoflongsentences",47%chose"Poorcommandofsentencesrequiringfreetranslation",and2%chose"Itisdifficulttounderstandspecialsentencepatternssuchasinversionandellipsis."1%.Thisshowsthatsentencesandgrammarareamajordifficultyinthearticle.Whatevergrammarrulesare,readingofstudentsisamajordifficulty,whichrequiresthejointeffortsofteachersandstudents.Then,60%ofthestudentssaidthatmostofthenewwordswerethebiggestobstacle,andtheproportionofstudentswhochoseotheroptionswasrelativelybalanced.Amongthem,33%weredifficultinsentencegrammar,rankingsecond,and9.44%werecomplexinstructure[11].Themostgraveobstacletoextracurricularreadingistheextremelackofvocabulary.2.2InterviewsThesubjectsofthisinterviewaremainlyfourEnglishteachersofdifferentteachingagesintheeighthgrade.ThroughinterviewswithEnglishteachers,theyallrealizethatthecultivationofreadingabilityofstudentscannotonlyimprovetheirreadingskillsandoveralltheirEnglishlevel,butalsoimprovetheirhumanisticquality.Butforthisteachinggoal,forthetwoyoungteachers,theyarestilllookingforapracticalwaytoguidethemtocultivateEnglishreadingabilityofstudentsintheformofbothscientificandquality-orientededucation[12].Theothertwointervieweeswereexperiencedteachers.Intheinterview,theymainlysaidthatinthetraditionalteachingclassroom,thereadingskillstaughtintheclassroomareskimming,searching,predicting,guessingthemeaningofwords,etc.Thecontentiscomprehensive,butthenumberoftimesissmall,thetimeisnotfixed,andthereisnospecifictimefortargetedexplanationandreadingtraining.TheguidanceofEnglishreadingabilitytrainingisrelativelylessconcerned.Thelongesttimeteachersinsecondaryschoolaresixyears,mostofthemaretwoorthreeyearsofteachingage,andevenoneteacherisafreshgraduate.Inclassroomreadingteaching,althoughtheyallrealizetheimportanceofteachers'guidanceintheprocessofreadingteaching,theydonotknowhowtograspthedegreeofguidance[13].Oneteachersaidthathemainlyimprovedhisreadingteachingabilitybyobservingpeerreadingclassroomteaching,combiningteachingtheoryandactualsituationofstudents.Heattempteddifferentreadingteachingmethods,whichhadtheirownsuperiorityandweakpoint.Atthesametime,healsoconcludedthatinordertoimprovereadingcomprehensionabilityofstudents,healsoconcludethatstudentsmustmasterthebasiclanguageknowledgewellinordertoimprovetheirreadingcomprehensionability.Twoteacherssaidthatbecauseoftherankingofgradeexamsandthepressureofentranceexams,theyalwayspaytoomuchattentiontotheinputoflanguageknowledge,whichleadstotoomanyexplanationsoflexiconandanalysisofsentencestructureintheirreadingteaching,thusignoringtheessenceofreadingclass.Intheinterview,bothteachersconfessedthattheylackedtheevaluationofreadingabilityofstudents,sothattheydidnoteffectivelyimprovetheirreadingenthusiasm,speculationandcriticalthinkingabouttherecommendedreadingmaterialsforstudents[14];theothertwoteacherssaidthattherecommendedreadingmaterialsweremainlysimplereadingbooksofEnglishmasterpiecesandEnglishnewspapers,booksandmagazinesthatteacherswerefamiliarwith.Forexample,studentssubscribetothe21stCenturyNewspaper,BilingualNewspaperandHappyReading,whichissuitableforstudents.BecauseeveryEnglishteacherteaches2to3classes,theyareundergreatpressuretopreparelessons,teachandcorrecthomework,andseldomsearchforreadingmaterialssuitablefortheirstudentsthroughtheInternet.FourteachersadmitthatmanyEnglishwebsitessuitableforsecondaryschoolstudentshavealotofreadingmaterials,andkeepabreastofthetimes,withnovelsubjectsandinterestingcontent.Theyhavealsomentioneditwithstudents,buttheyhavenotmonitoredwhethertheywilltaketheinitiativetocultivatereadingability.Inaddition,mostsecondaryschoolstudentscanhardlyresistthetemptationofonlinechat,games,variousvarietyshows,anditisdifficulttoreallyusethem[15].2.3DataonStudents’AcademicPerformanceThedatawerecollectedfromthemid-termexamtranscriptsoftheeighthgradeofJinzhouNo.12SecondarySchoolinApril.Theauthorchoosesthemid-termexamresultsof33studentsinClass9ofJunior2asauthoritativedatasupport.Chart2.3AuthoritativeDataCollectionAccordingtothetable,theauthordivides33studentsinto1-100,101-200,201-300and301-500accordingtograderanking.ItcanbeseenfromthisthatthegraderankingofthestudentsinClass9(afterthenamesofthestudents)isnotdirectlyproportionaltotheirEnglishachievements.Onthecontrary,itisfoundthatmostofthetheirEnglishscoresarenotexcellentorevenfailinmanyways.For33students,only2studentsscoredabove90,followedbyfailuresinEnglisheventhoughtheyrankedfirstingrade.Englishscoresofthemostofstudentsaremainlyabout70points.Inaddition,15%ofthetop400studentsfail.Itshouldbenotedthatthetop400studentsarehopefultoenterhighschool.ThismeanstheimportanceoflearningEnglish,andthenletstudentsandteacherspayattentiontotheimportanceofcultivatingtheirEnglishreading,becauseEnglishreadingcanaccountforupto45%oftheEnglishtest[16].Inaddition,Englishreadingisanimportantwaytoaccumulatewritingmaterials,consolidatethecornerstoneoforalexpression,improvelisteningabilityandaccumulatevocabulary.TheimportanceoflearningEnglishcanbeseen.However,throughauthoritativedataandclassroomperformance,itcanbeseenthatsomestudentsareunabletoachievetheirreadinggoalsinalimitedtimebecauseoftheirinappropriatenessintheprocessofEnglishreading.Forexample,inthefaceofsomestudentswhoarerankedhighbutwhoseEnglishscoresarenotideal,teacherscanadoptpositiveteachingmethodstocultivatetheirEnglishreadingability.Butitisworthnotingthatinteaching,studentsshouldbetreatedequally.3ResultsandSuggestionsoftheSurveyBasedonthequestionnaire,interviewresultsandauthoritativedatasupport,theauthorsummarizesthefollowingconclusions.3.1ResultsFirstofall,theoverallsituationofthecultivationofEnglishreadingabilityofsecondaryschoolstudentsisworse.Moststudentsthinkthatiftheyintendtopromotetheirlearning,theycouldexpandtheirEnglishreadingability,whichhasapositiveeffectonthem.Forexample,itcanincreasestudents'vocabularyandtheirexpressiveability.However,duetotheheavyacademicburdenandinsufficientparticipationandguidanceofteachers,therearemanyproblemsinthecultivationofEnglishreading,suchaslowattention,singlereadingmaterialsandforms,insufficientvocabulary,lackofreadingstrategiesandskills,poorreadinghabits,lackofplanningandreflection.Second,teacherssupportthedevelopmentofEnglishreadingabilityofstudents,butduetothepressureofteachingandthelackofscientificexperienceinguidingEnglishreading,themainguidanceforstudentsistoanswerquestionsinclass,recommendextra-curricularreadingmaterials,etc.Next,afewteachershaveconductedmethodologicalguidance,formulatedplansandcarriedoutEnglishreadingactivities[17].However,asaresultofthelackofsupervision,feedbackandinspectionofEnglishreadingofstudentsbytheirteachers,whichbringsabouttheoverallreadingeffectispessimistic.3.2LimitationsThestudytakes100studentsand4EnglishteachersfromJinzhouNo.12SecondarySchoolassubjects.Thesampleislimited.Therefore,thisstudycannotfullyreflectthesituationofEnglishreadingabilityofsecondaryschoolstudents.Theauthorsuggestsexpandingthescopeofresearchinthefuture,suchasincreasingthenumberofschools,teachersandstudents.Questionnaires,interviewsanddataofstudent'sachievementanalysisarethemainmethodsusedinthisresearch.Questionnaireisdesignedbyoneselfaccordingtothepreviousresearchtheoryandtheactualsituationoftheschool,whichinevitablyhassomeinappropriateness.Intheinterviewpart,interviewsofteachersaredesigned,mainlytosupplementthemissingquestionsinthequestionnaireortomakeadetailedunderstandingofthespecificsituation.Becausetheauthor'stheoreticallevelandpracticalexperiencearenotmatureenough,therewillbesomeimperfectionsinthisstudy.3.3SuggestionsAsforthetroublesinthissurvey,theauthorwillputforwardsomeproposalsbasedonthefollowingfindings.3.3.1.Key

motivation

of

Reading

AbilityInterestisagreatmotivationtoinspireandpromotereadingofstudents.Whenstudentshaveinterest,theycanreallylovereadingfromthetheirhearts.Teachersshouldheadtheclassroomasagrasptoassiststudentsobtainasuccessfulreadingexperience.Forexample,duringthecourseofWildanimalsin3BUnit1,Professorfocusedontheirreading,theauthordesignedthefollowinglinks,(1)readingthetextandfindingoutthephrasesandsentencesthatdamagetheenvironmentandprotecttheenvironment;(2)readingtherelevantsentencesbyoneselftocompletethegivenblank-fillingquestions;(3)tryingtoreadthetextfluentlyandsummarizetheparagraphmeaningofthetext;(4)memorizingthek