【作者基本信息】 华东师范大学， 教育博士（专业学位）， 2020， 博士
【Abstract】 Guiding middle school students to read literature works is an important part of English teaching,from which they can benefit a lot: improve their language level,exercise their learning ability,understand society,think about life,improve critical thinking,etc.Since the beginning of this century,more and more scholars are interested in literature teaching in middle school English education.The 2017 edition of English curriculum standard for senior high school also requires English literature reading and appreciation courses should be delivered in senior high school.However,under the pressure of examination,there are not many schools that carry out English literature reading teaching in senior high school.In this situation,the researcher conducted an exploratory teaching research on guiding students to read English literature works in senior high school.Therefore,the researcher has conducted a research on English literature teaching in a rural senior high school in S Province and explored the following questions: what sense of achievement do the students get? Under what conditions can students obtain them?What do they include? What is the basis and source of the formation of readers’ response to sense of achievement?This study recruited 30 literary reading volunteers who had just entered senior two and senior three.Under the guidance of the question chain designed by the teacher from the perspective of reader’s response theory,the students read 19 English short stories in the five-month learning process.Before class,students read alone,completed the tasks assigned by the teacher.They carried out literature discussion and teaching interaction between teachers and students in class.After class,the students wrote the second readers’ responses and discussed with the researcher.This is essentially an exploratory study featuring a mixed method of both qualitative and quantitative analyses.On the basis of a preliminary needs analysis,the researcher designed and delivered the English literature course,during which data were collected from questionnaire survey,interviewing and collecting materials.Then,we analyzed the corpus and found the following findings:Firstly,students can obtain a sense of learning achievement under the following conditions: Students’ sense of achievement in the literature class is based on the scientific development and delivery of the curriculum and the widely acknowledgedsix methods of literature teaching,eighteen factors related to the delivery of the course.Secondly,literature reading can significantly improve students’ attitudes towards reading and promote the wholesome development of their overall affect,attitudes and values,the elements of literature ability,international understanding and cross-cultural ability,which are good for students’ acquisition of a sense of achievement and benefit their growth.Thirdly,students construct rich readers’ responses based on the theory put forward by Langer(2011)and the reader’s response theory.The’ rich readers’ responses come from the text languages that they were reading,personal experiences,intertextuality and cultures.This study enriches the English literature reading course and teaching methods,because it has developed a series of methods of high school English literature reading course,expanded the high school English teaching curriculum resources and explored the eighteen elements of high school English literature teaching.
【Key words】 Reader’s Response； literature Reading； Sense of Achievement； senior high school English；
- 【网络出版投稿人】 华东师范大学