Search

Strategies for Balancing Exam-Oriented Training and Literacy Development in Senior High School English Group Reading under the Background of the New College Entrance Examination Reform

Author(s)

Lili Zhang*

Affiliation(s)

The Middle School Attached to Ningxia University, Yinchuan, Ningxia, China *Corresponding Author

Abstract

Under the background that the new college entrance examination reform emphasizes the cultivation of core literacy, senior high school English group reading is faced with the practical dilemma of imbalance between exam-oriented training and literacy development. This study aims to explore the balanced strategies for their coordinated development, so as to improve the scientificity and effectiveness of group reading teaching. The study uses the literature research method to sort out the requirements of the new college entrance examination reform, the theory of group reading, and the internal relationship between exam-oriented training and literacy. Through questionnaire surveys and interviews, it conducts an empirical investigation on the teaching practice of senior high school English teachers and the learning status of students, and analyzes the manifestations and causes of the imbalance. Based on constructivism and task-based teaching theory, combined with empirical results, a balanced strategy system including curriculum resource integration, teaching activity design, and evaluation system optimization is constructed, and its effectiveness is verified through teaching experiments. The study finds that reasonable strategy intervention can significantly improve students' exam-oriented ability and core literacy, providing a theoretical reference and practical paradigm for senior high school English group reading teaching under the background of the new college entrance examination.

Keywords

New College Entrance Examination Reform; Senior High School English; Group Reading; Exam-Oriented and Literacy; Balancing Strategies

References

[1] Wang Qiang. Core Literacy of English Subject and View of English Learning Activities [J]. Curriculum, Teaching Material and Method, 2020, 40 (2): 44-49. [2] Xia Guming. A Study on the Backwash Effect of College Entrance Examination English Reform on Senior High School English Teaching [J]. Foreign Language World, 2019 (3): 2-8. [3] Zhao Shanghua, Wang Duqin. Exploration on Teaching Strategies of Senior High School English Group Reading under the Background of the New College Entrance Examination [J]. Foreign Language Teaching in Schools (Middle School Edition), 2021, 44 (5): 1-7. [4] Cheng Xiaotang. Setting English Teaching Objectives Based on Core Literacy [J]. Curriculum, Teaching Material and Method, 2020, 40 (5): 58-63. [5] Li Baorong. Text Selection and Teaching Implementation of Senior High School English Group Reading [J]. Journal of the Chinese Society of Education, 2022 (4): 90-94. [6] Chen Zehang, Wang Qiang. Formation Mechanism and Cultivation Path of Core Literacy in English Subject [J]. Foreign Language Teaching and Research, 2021, 53 (1): 69-80. [7] Liu Daoyi. Practical Exploration of Senior High School English Group Reading Teaching [J]. Research on Curriculum and Teaching, 2020 (7): 45-50. [8] Zhang Lianzhong. Transformation and Reconstruction of Senior High School English Teaching under the Background of the New College Entrance Examination [J]. English Teaching & Research Notes, 2023 (2): 12-17. [9] Wang Chuming. The Principle of Integration of Learning and Application in Foreign Language Learning [J]. Foreign Language Teaching and Research, 2021, 53 (3): 323-333.