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The English Curriculum Standard states that in the English subject,students are expectedto develop a range of skills,including language proficiency,cultural sensitivity,criticalthinking,and effective learning strategies,all of which are essential literacy components.(NECS,2020)

English reading is a significant part of the English curriculum in Senior High Schools,except for basic English vocabulary,grammar,and sentence patterns.Cultural knowledge ofEnglish-speaking countries and critical thinking ability should also be improved.In the pastfew years,following the guidelines of the English educational standards,English readingclasses should guide students to learn the content of each discourse,explore the thememeaning,construct and generate the cognition,attitude,and value judgment of the discourse,and promote the comprehensive performance of their core literacy(NECS,2020).Despite ashift in the teaching approach to English reading that now emphasizes textual analysis,therehas been little adjustment to the reading activities,which do not adequately cater to the needsof students.However,needs-based teaching is often more effective in attracting students’attention and stimulating their desire to learn.

As a result,the following problems exist in this section of English reading for highschool students.

While reading the text and acquiring information,students find connecting with theirpersonal life experiences hard.Students lack a deep understanding of the text.They seldomhave emotional interaction with the author.There is a lack of opportunities to integrateemotions with the text and higher-level thought training.Therefore,their ability to apply andtransform what they have learned weakens.These kinds of reading classes lack the culturalawareness,quality of thinking,and development of learning skills to meet the requirementsfor what reading should achieve(NECS,2020).It also fails to help students develop a stronginterest in reading and a positive attitude toward reading.

1.2 Significance of the Study

1.2.1 Academic Significance

QAR strategy-assisted KWL reading model guided by constructivist theory,meta-cognitive theory,and schema theory,a new model of reading instruction.It focuses onboth the background knowledge of the reading text and the improvement of students’abilityto ask questions about the reading text independently,reflecting the requirements of the newcurriculum for learning cultural background knowledge.The literature review reveals aresearch gap in the QAR strategy-assisted KWL reading model in China.On the one hand,experimental research on the QAR strategy-assisted KWL reading model has been conductedinsufficiently in high schools.On the other hand,research on whether the QARstrategy-assisted KWL reading model can facilitate student learning is inadequate.This studytries to verify the effectiveness of the QAR strategy-assisted KWL reading model for highschool students.As follows,the study fills a research gap to some extent.More importantly,this study can provide more data for applying the QAR strategy-assisted KWL reading modelin high school English reading instruction.This study has the potential to offer a new res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。