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5.1.2 Students'Attitudes towards Post-reading Activities in Senior High SchoolEnglish Reading Teaching.................50

Chapter 4 Results and Discussion

4.1 Results and Analysis of Classroom Observation

In this study,four classes in the sophomore year of a key senior high school in City Nare selected as classroom observation object.To fully understand the present situation ofpost-reading activities in English reading class,the author selects Unit 3,Unit 4 and Unit 5of English Compulsory Textbook published by People's Education Press according to theactual teaching progress to record lectures and observe in class.The classroom observationobject is the classroom activities implemented in the post-reading stage,and theobservation dimensions involve the type and time duration of the activities.According tothe record of classroom observation and the classification table of post-reading activitiesby Ge[24],the specific classroom observation is analyzed as follows:

The results of the classroom observation will be analyzed from three aspects,they arethe presence of post-reading activities,the time duration of post-reading activities and thetypes of post-reading activities.

Chapter 5 Conclusion

5.1 Major Findings

5.1.1 Characteristics of Post-Reading Activities in Senior High School EnglishReading Classes

(1)The Design of Post-reading Activities is not Scientific Enough

Firstly,for the presence and time duration of post-reading activities,according to theresults of students’questionnaire and classroom observation,it can be seen that mostteachers implement post-reading activities in the actual English reading teaching classroom.It indicates that most teachers attach great importance to post-reading activities in Englishreading teaching,which is consistent with the results of teachers’interviews.

Secondly,for the types of post-reading activities,from the recording of the classroomobservations,it can be concluded that in the post-reading stage of actual English readingteaching,English teachers tend to carry out various kinds of forms of post-readingactivities,such as practice,summary,retelling,review,role-play,writing,extensivethinking,discussion and so on.However,there are not various types of post-readingactivities,even focusing on two kinds of activities.Chen[60]proposed that the activitiesshould not only focus on the form,but also pervade the English teaching knowledge,getclose to the inner demands of students and stimulate their inner potential.The design ofclassroom activities has a significant impact on the performance of English readingclassroom activities.Thus,it is vital to pay attention to these variables when implementingthem.According to the interview of teachers,while designing post-reading activities,teachers think about almost the same factors,and that is why the types of post-readingactivities in actual English reading teaching of senior high school are not various.Discussion is the most commonly used form of post-reading activity,which is related toexpanding applied activities.From the recording of the classroom observations,the authorfinds that most post-reading activities are related t本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。