Research on English Reading and Writing Teaching in Senior High School Based on the “Reading-Thinking-Expressing” Model: An Empirical Study of a Laibin, Guangxi Case

DOI

10.2991/978-2-38476-126-5_103How to use a DOI?

Keywords

High School English; PEP; Reading and Writing; Teaching Suggestion

Abstract

The new English language examination not only places higher demands on students, but also poses a great challenge to teachers in terms of their professionalism and teaching ability. The objective of the study is to investigates the impact of the “Reading-Thinking-Expressing” model on the English learning of high school students and at the same time better improve the separation of English reading and writing teaching in high school. The study concentrates on the attitudes and opinions of high school students towards the integrated teaching of reading and writing based on the “Reading- Thinking- Expressing” model, and the impact of this model on English reading and writing ability of high school students. In order to verify the effectiveness of this teaching method, the students of the senior section of X Middle School in Laibin, Guangxi were taken as the experimental subjects. The study adopts a combination of qualitative and quantitative research methods, and conducts a six-week experimental study through various research methods such as questionnaires, interviews and so on. The data collected before and after the experiment will be analyzed using SPSS26 for sample comparison. The results revealed that the application of the “Reading-Thinking- Expressing” model in the six-week experiment from 6 February 2023 to 25 March 2023 not only helps students to enhance their attitudes towards writing, but also develops their ability to apply the ideas, content, language, structure and articulation learned from the reading texts to their writing. The high school students have positive attitudes towards the “Reading- Thinking-Expressing” model and express the expectation that teachers could adopt it more often in the future to teach and guide their thinking about reading and writing. In conclusion, the application of the “Reading-Thinking-Expressing” model for the integration of English reading and writing in the high school English classroom is effective.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Haorong Zheng
AU  - Dong Yan
PY  - 2023
DA  - 2023/10/31
TI  - Research on English Reading and Writing Teaching in Senior High School Based on the “Reading-Thinking-Expressing” Model: An Empirical Study of a Laibin, Guangxi Case
BT  - Proceedings of the 2023 7th International Seminar on Education, Management and Social Sciences (ISEMSS 2023)
PB  - Atlantis Press
SP  - 931
EP  - 945
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-126-5_103
DO  - 10.2991/978-2-38476-126-5_103
ID  - Zheng2023
ER  -