A Study on the Design of English Reading Instruction in Senior High School from the Perspective of Cultivating English Core Competence

Abstract

The revised English Curriculum Standard for Senior High Schools underscores that the primary objective of secondary education is to continually enhance students' overall quality while emphasizing the cultivation of core competencies, which encompass language ability, cultural awareness, thinking quality, and learning capacity. Within high school English education, reading occupies a paramount position as a fundamental avenue for developing these competencies. Drawing upon Multiple Intelligences Theory and Humanistic Theory as theoretical foundations, this study employs classroom observation, semi-structured interviews, and document analysis as research methods to systematically investigate the reading instruction practices and instructional design approaches of ten English teachers at a senior high school in Ziyang, Sichuan Province, China. The research addresses three central questions: whether teachers incorporate core competence cultivation into their reading lesson designs, what key factors influence the development of students' core competencies during reading instruction, and how core competencies can be effectively integrated into English reading teaching design. The findings reveal that although teachers demonstrate commitment to improving students' language proficiency, the cultivation of cultural awareness, thinking quality, and learning ability remains notably insufficient in practice. Four primary contributing factors are identified: the prevailing influence of exam-oriented education, limitations in teachers' pedagogical philosophy, inadequate time management during instructional activities, and insufficient analysis of students' learning conditions. This study offers valuable insights to guide high school English teachers in designing more effective reading instruction and supports them in holistically nurturing students' English core competencies.