Exploration and Practice of English Reading Teaching Mode in Senior High School Based on Project-based Learning Mode

Abstract

With the issuance of the "Senior High School English Curriculum Standards (2017 Edition)," there have been more changes and requirements for high school English reading instruction. Project-based learning, as a new teaching model, requires teachers to experiment with and adapt their reading instruction methods to improve the quality of reading education. This paper primarily focuses on senior high school English reading instruction based on project-based learning. The study first clarifies the issues and significance of this research and discusses its theoretical foundation; it then employs methods such as literature analysis, questionnaire surveys, and interviews to collect data, combining relevant theories to illustrate the advantages of project-based learning in senior high school English reading. Next, through field observations and student interviews, the paper analyzes existing problems in senior high school English reading instruction, identifies causes, and points out shortcomings: insufficient understanding of project-based learning by teachers; inadequate task design; low student participation; lack of active group collaboration. Finally, it proposes solutions and recommendations for addressing these issues and designs specific and practical teaching activities. The senior high school English reading instruction model based on project-based learning has five characteristics: purposefulness, authenticity, collaboration, practicality, and openness. Focusing on these five characteristics, the author elaborates on teaching strategies for high school English reading instruction based on project-based learning from four dimensions: enhancing teachers 'understanding of project-based learning; scientifically designing project-based learning tasks; establishing a reasonable evaluation mechanism; emphasizing post-class expansion to deepen project-based learning content; and strengthening group collaboration to improve the organization of project-based learning. Through the application of these teaching strategies, both teachers and students can participate in the entire process of the project, and conduct reverse reflection on the entire project. This not only enhances reading skills but also lays a solid foundation for the implementation of subsequent project-based learning content, achieving the expected teaching objectives. Moreover, the high school English reading instruction model based on project-based learning significantly impacts the cultivation of students' critical thinking abilities and autonomous learning capabilities, as well as their extracurricular comprehensive language practice skills, helping to foster good pragmatic awareness among students.