An Empirical Study Of English Reading Teaching With Implementation Of Learning Guidelines In Junior Middle School

English reading class plays a leading role in teaching English in junior middle schools.The effectiveness of English reading class is decisive to the out-put of listening, speaking andwriting. In practice, the teaching of English reading class was of rather low efficiency in ofthe writer’s school, which is a junior middle school. Therefore it is urgent to find an effectiveapproach to implement in English class to improve its effectiveness. This study aims toinvestigate the effectiveness of implementing Learning Guidelines in English reading class ina junior middle school.According to the requirement of New English Curriculum for Chinese Junior MiddleSchools, English reading teaching should focus on the cultivation of reading strategies toimprove students’ ability of self-learning. Based on the theory of schemata for reading modesand the constructivist teaching theory which advocates student-centered learning, theimplementation of Learning Guidelines in English reading class in the junior middle schoolteaching context was an attempt to improve the effectiveness of English reading teaching. Inorder to examine the real effect of implementing learning guidelines in English readingclasses, the researcher designed a comparative empirical teaching reading in two comparedclasses in her school. Learning guidelines were implemented in the Experimental Class, whilethe Controlled Class followed the previous traditional teaching reading way. Data werecollected and analyzed from questionnaires, pre-test and post-test together withsemi-structured interview sampled students.The results indicate that learning guidelines can be efficiently applied to the teaching ofEnglish reading and can promote students’ reading level and skills. The results from thequestionnaires and interview further mirror the real teaching process that witnesses the greatimprovement of teaching reading situation and formation of students’ proper reading habits. They also reveal that implementing learning guidelines help to arouse students’ interest forEnglish study and improve students’ confidence of English study to some extend.This thesis significantly explores a tentative teaching reading method by implementinglearning guidelines in English reading classes in the small class teaching context. This thesisis based on the researcher’s own teaching experience. Therefore it is hard to avoid somelimitation. However, the researcher will draw on the academic and teaching experience of todo further research in teaching English reading class in each grade of a junior middle school.