本文是一篇英语毕业论文，笔者通过问卷调查、访谈和测试成绩分析,发现基于SOLO分类法的高中英语阅读教学能够提升高中生的阅读能力。
Chapter 1 Introduction
1.1 Background of the Study
English is one of the world’s most frequently spoken languages.English’sinstrumental and humanistic aspects are becoming increasingly prominent,particularly with the latest curriculum reform.The high school English curriculum is acourse in which students study and use the English language.Language competence,cultural awareness,thinking quality,and learning capacity are the fundamental skillsof the English subject specified in the high school English curriculum.
Likewise,English Curriculum Standards for General Senior High Schools(2017 Edition,Revised 2020)emphasize the significance of evaluation in teachingEnglish reading.“Evaluation”primarily monitors the teaching process and impact andserves as a reference and foundation for improving teaching quality.
Through reading evaluation,teacher can promote teaching,and students canmeet the targeted instruction.Most researchers and educators have realized theimportance of reading in high school English teaching.However,how to developstudents’interest in reading and improve their reading ability by adopting effectiveteaching evaluation models remains an urgent issue to be explored.Traditional teaching methods have long influenced English teaching in China.As a result,in theactual teaching of reading at high schools,many English teachers usually askquestions and check answers sentence by sentence,which seems to be an effectiveteaching method but does not effectively evaluate students’interest and readingability.
1.2 Significance of the Study
Reading is a relatively complex mental process.The SOLO Taxonomyevaluation theory can provide a clear framework for the complex learning processes,based on which teachers can identify students’reading ability in order to clarify theirteaching objectives,optimize their teaching design,and develop reading activities.Starting from the requirements of English Curriculum Standards for General SeniorHigh Schools(2017 Edition,Revised 2020),this research explores the impact of theEnglish reading teaching model based on the SOLO Taxonomy approach on students’reading interest,reading strategies,and reading ability,which has specific guidingsignificance for high school English reading teaching.
On the one hand,the research has theoretical significance in English educationresearch.This research explores the effects of an English reading teaching modelbased on the SOLO Taxonomy approach on students’reading interest,readingstrategies,and reading ability,further enriching the theoretical research on the SOLOTaxonomy approach in English reading teaching.
On the other hand,the research provides insights into English teaching practice.Firstly,as reading evaluation is highly subjective,the commonly used evaluationmethods at this level cannot effectively measure students’reading ability,resulting ina lack of relevance in teaching and a failure to achieve the effect of reading teaching.
Chapter 2 Literature Review
2.1 SOLO Taxonomy Approach
This section consists of two parts,the definition of SOLO Taxonomy approachand the functions of SOLO Taxonomy approach.
2.1.1 Definition of SOLO Taxonomy Approach
Developed in 1982 by Biggs and Collis,professors of educational psychologyat the University of Hong Kong,the SOLO Taxonomy represents the structure ofobserved learning outcomes and is a framework for‘qualitative’evaluation.TheSOLO Taxonomy is a‘qualitative’evaluation theory characterized by hierarchicaldescriptions.It claims that a hierarchical description approach to evaluation canobserve students at each stage of developing their cognitive structures.The focus ofevaluation shifts from substantial knowledge to abstract ability,and the indicators ofevaluation shift from quantity to quality.It is a valuable addition to earlier teachingevaluation techniques,improving the accuracy and objectivity of evaluation and meeting the requirements of teaching reform in a wide range of subjects.The SOLOTaxonomy approach classifies learners’thinking structures into five levels ofcomplexity,from low to high,and each level is described below.(Biggs&Collis,1982).
2.2 English Reading
This section is divided into three parts,namely the concept of reading,thefactors that influence the teaching of English reading,and the requirements of theEnglish Curriculum Standards for General Senior High Schools(2017 Edition,Revised 2020)for Senior High English Reading Instruction.
2.2.1 Definition of Reading
Reading involves both mental and psychological actions and the acquisition ofinformation.A number of scholars from different fields have held different views onthe definition of reading.
Goodman,K.(1970)proposed a psycho-linguistic model of reading.He seesreading as“a psycho-linguistic guessing game”.Moreover,with the help ofpsycho-linguistic theory,he divided the process of reading,a complexpsycho-linguistic activity,into four stages:experience(having a preliminary impression of the text),prediction(taking information from the text and predicting thefollowing inner energy),verifying(based on the information in the text,the inferredoutcome of the text can be tested and predicted),and affirming or correcting(based onthe information taken from the text,the inferred outcome of the text can beconfirmed).From the above description,we can see that the purpose of reading is toobtain information,not to analyze linguistic structures.The process of reading is notonly a psychological activity but also a process of language learning.It is also aprocess of psychological prediction,in which the reader makes a cognitiveconstruction of the text.Reading is,therefore,an active,communicative languageactivity for acquiring information.
Chapter 3 Methodology ................................. 36
3.1 Research Questions ..................................... 36
3.2 Research Subjects .......................................... 37
3.3 Research Instruments ........................................ 37
Chapter 4 The First-round Action Research ............................. 54
4.1 Identifying Problems .................................... 54
4.2 Making the Action Plan .......................... 55
Chapter 5 The Second-round Action Research ........................ 73
5.1 Identifying Problems ..................................... 73
5.2 Adjusting the Action Plan ................................... 74
Chapter 5 The Second-round Action Research
5.1 Identifying Problems
On the basis of summarizing and analyzing the first round of action research,the researcher concluded that some existing problems needed to be solved in thesecond round of action research.
Firstly,students’awareness of using reading strategies to solve problems inreading was still not very high.In the first interview,one student said he felt anxiousand reluctant to continue reading when encountering difficult and lengthy texts.Otherstudents said they still had difficulty with some reading questions of the logicaljudgment type.
Secondly,most students’reading abilities were not at the relational or extendedabstract levels.The results of the second reading test indicated that students’decodingability,language knowledge,and cultural awareness could be improved.Studentswere unable to organically integrate relevant information based on comprehension,analysis,and generalization and were unable to synthesize more complex clues tosolve specific problems.Students were not able to make logical deductions and abstractions and were unable to combine their own understanding and thinkingpatterns to derive new and innovative hypotheses or conclusions.
Chapter 6 Conclusion
6.1 Major Findings
This research aims to investigate the effects of using the SOLO Taxonomyapproach in high school English reading instruction to improve high school students’English reading abilities and interest,as well as their reading strategies.Theresearcher arrived at the following primary findings after a semester-longexperimental investigation.
First,the action research findings demonstrated that applying the SOLOTaxonomy-guided English reading evaluation teaching model to teaching high schoolEnglish reading is beneficial to teachers in assessing students’reading abilities so thatthey can design appropriate training in education to improve students’readingabilities.According to the findings of the three tests,students’reading abilitiesincreased significantly in the third test when compared to the first.Meanwhile,thefindings of the interviews and questionnaires show that students’interest in readinghas increased.Among them,some students directly said that they like English.Thissuggests that students’English reading abilities improved considerably after utilizingthe SOLO Taxonomy-guided reading teaching model compared to students who didnot apply the theory.As a result,applying the idea to teaching high school Englishreading may be able to overcome the limits of traditional education.Second,using theSOLO Taxonomy in high school English reading instruction can help students choosetheir learning strategies.Each student develops at their own pace,and the SOLOTaxonomy approach helps students clearly understand their reading abilities levelbefore,during,and after reading.As a result,once students understand their reading abilities level,they may select the appropriate reading strategies based on theirthinking abilities level and integrate their cultural background knowledge tocomprehend the text.
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