针对我国英语教学的“不整”现象，韩宝成教授（2018）基于整体外语教育观提出整进整出模式，此模式重视语言学习的整体性，基于文章背景整体输入，以对话为载体整体互动，通过交际性活动整体输出，以达到学文化、启心智和达至善的育全人的教育目的。

为了进一步探究整进整出模式相比于自下而上阅读教学模式在高中英语阅读教学中的有效程度，笔者提出了两个研究问题：（1）在高中英语阅读教学中运用整进整出模式是否比传统的自下而上模式更有效？如果有效，能达到什么程度？ （2）整进整出模式能否提高高中生的英语阅读态度？如果能，可达到什么程度？并以珠海市某高中高一的97名学生为研究对象进行了为期三个月的实证研究。本研究采用质性研究和量性研究相结合的研究方法，运用英语阅读测试、调查问卷及访谈的研究工具，从高一年级随机抽取两个班分别作为研究的实验组和对照组，对实验组采用整进整出模式进行英语阅读教学，而对照组采用自下而上模式。实验组和对照组在进行了前测、实验干预、后测、问卷以及访谈后，测试数据结果表明将整进整出模式应用于高中英语阅读教学中能在一定程度上提高学生的阅读水平，但是，不能证明整进整出模式比自下而上模式更有效。另一方面，整进整出模式能在一定程度上改善学生英语阅读学习的态度，尤其在行为意向和认知态度方面表现较为突出。

Aiming at the "incompleteness" phenomenon of English teaching in China, Professor Han Baocheng (2018) proposed “Whole Input and Whole Output” model based on the overall view of Holistic Approach towards Foreign Language Acquisition. This model emphasizes the integrity of language learning, based on the whole input of the background of the reading text, followed by the whole interaction through dialogues, and the whole output is through communicative activities. This model is to achieve the educational purpose of cultivating the whole person by learning culture, enlightening the mind, and keeping kindness.

In order to further explore the effectiveness of the “Whole Input and the Whole Output” model, compared with the bottom-up reading teaching model in English reading teaching in senior high school, two research questions were proposed: (1) Is the WIWO model more effective than the traditional bottom-up model in senior high school reading teaching? If yes, to what extent? (2) Has the WIWO model improved students’ attitudes? If yes, to what extent? The author conducted a three-month empirical study on 97 students in Grade 1 of a senior high school in Zhuhai. This research applied a combination of qualitative and quantitative research, including research tools such as English reading tests, questionnaires and interviews. Two classes were randomly selected from Grade 1 as the experimental group and the control group of the study. The experimental group used the WIWO (Whole Input and the Whole Output) model for English reading teaching, while the control group used the bottom-up model. After the two groups performed pre-tests, experimental interventions, post-tests, questionnaires, and interviews, the data from tests showed that applying the WIWO model to the English reading teaching in senior high school can improve students' reading level to some extent. However, it is not proved that the WIWO model is more effective than the bottom-up model. On the other hand, based on the data from both questionnaires and interviews, the WIWO model can also improve students’ attitudes towards English reading to some degree, especially in the aspects of behavior intention and cognition.