新高考背景下浙江省英语基础薄弱的普通高中如何做好英语阅读教学工作_开题报告

During the NPC & CPPCC in last month, the allocation of education resources in China caught the eyes of numerous representatives. At present, the allocation of education resources in different regions and different schools are not equal, as well as the English levels of English teachers, and high-quality education resources cannot meet the social needs. Therefore, the phenomenon of choosing better schools appeared and became even more violent with time going by, which leads to the appearance of the so-called weak schools in certain regions. 

Compared with the majority of schools, these weak schools are somehow poor in school conditions, students’ qualities, teaching qualities and social reputation. Just as Shujie Zhang (1998) mentioned in “Talking about the mental education in weak schools”, located mostly in rural areas, the so-called weak schools occupies a certain percent of the local schools, including primary schools, junior middle schools and senior high schools. The English level of the students in these schools is relatively low, which appears as the poor performance in their reading, writing, speaking and listening.

In 2014, a series of changes in the National College Entrance Examination in Zhejiang province were announced, which will be carried out in 2017, called the new National College Entrance Examination. The form of English test in this exam has also changed a lot. These changes means more difficulties for the students in weak schools. What’s more, directly facing the NMET( the National Matriculation English Test), senior high schools take more responsivities in English reading teaching. How to develop the students’ ability of English reading by adjusting the methods of English reading teaching is what most English teachers focus on.

However, at present, there are indeed a lot of studiesand discussions on teaching methods of English reading under the background of the new syllabus, but whether these methods are practical or suitable for the weak school students is still not clear. Therefore, it is urgent to do a researchon the English teaching methods in weak senior high schools based on the actual situation of teaching.

2. Literature Review

At present, there are a series of phenomena in students’ English learning in weak senior high schools. For example, Yuting Tang (2015) from Jiangsu province said in her article that the atmosphere in the class is very depressed, for most of the students always keep silent. They are unwilling to join in the group works and discussions in class, unwilling to answer questions as well as answer questions. What they like to do is just sit there as cold audience. HanningQuang (2014) from Chongqing found that the students are not interested and active in learning English. Tengjiao Jiang (2015) did a research and found that the students in part of Zhejiang province are lack of reading skills and vocabulary, and they are unable to get and process information in English. When reading more articles and journals, it can be found that these phenomena are somehow common in China.

However, according to “High School English Teaching Syllabus” by the Ministry of Education, the abilities that English teaching in senior high school should pay much attention to improving includes the ability of getting and processing information in English, the ability of analysing and solving problems in English as well as the ability of critical thinking. The 2015 version of the syllabus emphasised on this. Therefore, it is vital to improve the teaching methods in English reading, especially in weak schools.

Recently, there are some research on the conditions ofEnglish reading teaching in weak schools. Chenghu Yao (2015) found some problems in current English reading teaching. He stated that some of the teachers thought little of the guidance in teaching students reading skills. He claimed that they either paid too much attention on teaching grammar and useful expressions, or just focused on the whole passage without making students understand difficult sentences with the help of grammar and vocabulary, which lead to the misunderstanding of the passage. HanningKuang (2014) claimed that some of the teachers asked the students to memorize the words and useful expressions, which may make the students feel boring and become less interested in English learning, similar to what Jing Xiao (2012) wrote. Thus, he suggested that teachers should find out the reason why the students are less active in English learning and expand teaching materials to motivate them to get interested in English reading. This suggestion is similar to what Jinmei Wu (2011) wrote in her article. Wu also suggested that teachers should train their students to get the ability of guessing the meanings of those unfamiliar words.

However, the research on English reading teaching under the background of the NMET in Zhejiang province cannot be easily found. What has been found is, just as mentioned above, that Tengjiao Jiang (2015) did a research in two senior high schools in Zhejiang province. They are Hangzhou Xuejun High School, Hangzhou No.2 High School of Zhejiang Province and Zhejiang Fuyang High School, all located in the city of Hangzhou, which is the capital of Zhejiang province, occupying almost the best teaching resources and student qualities in Zhejiang.It is suggested in Jiang’s study that high school teachers should pay attention to the improvement of students’ language ability in addition to the tests and papers. Teachers should not just limit the students to doing exercises, but stimulate students’ curiosity in English language and culture. They should try their best to help their students form the habit of thinking in English. FangfangJin (2016) also gave out the same suggestion in her study. Besides, she suggested that high school English teachers train their students the skill of summarising the main idea of reading passages.

Above all, there are researches on English reading teaching methods for weak senior high schools and studies on English reading teaching under the background of the NMET in Zhejiang province, but it is still hard to find any study on English reading teaching methods for weak senior high schools under the background of the NMET in Zhejiang province. Whether the suggestions for weak schools are suitable for the NMET in Zhejiang, and whether the suggestions in the studies on the NMET in Zhejiang given to those strong schools are suitable for weak schools in Zhejiang are still not clear. Thus, it is necessary to start a study on it.

3. Outline

1. Introduction

1.1. Research Background 

1.2. Research Object

2. Literature Review

2.1. Changes onTeaching Methods of English Reading in Senior Middle Schools.

2.2. The Previous Studies of Teaching Methods in English Reading for the New College Entrance Examination.

2.3. The Statements onCurrent Teaching Methods of English Reading in Weak Senior Middle Schools.

3.Sample Analysis of English Reading Teaching methods in Weak Senior Middle Schools.

3.1. Sample Analysis

3.2.The Problems in Current English Reading Class of Weak Senior Middle Schools.

3.3. The Attempts in English Reading Teaching Process.

4. The Results and Suggestions

4.1.The Effect of Common Teaching Methods of English Reading.

4.2.The Effects of the Attempts in English Reading Teaching Process.

4.3. The Results and the Suggestions on English Reading Teaching in Weak Senior High Schools.

5. Conclusion

4. References

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