An Empirical Study On Autonomous Reading Teaching For Junior School Students

The study aims to explore the effective models of English reading teaching designs for junior school, and put forward the idea of developing teaching-students interactions and students-students interactions, improving the effective and efficient usage of teaching resources, and promoting assessing mechanism. All of these aim to arouse students’ motivation of English reading and cultivate their autonomous learning ability, thus improving classroom teaching efficiency.Junior teaching curricula for English demands that all students should master the ability of self-learning, while the traditional teaching method--- teacher-oriented, questions-guided, “stuffing-ducks” teaching models and endless exercises cannot meet the need of modern ever-developing teaching strategy.The study employs such research methods as questionnaires, in-class observation and teaching models tests. By the questionnaires on the 110 students from two classes in grade three of Anshan NO.2 middle school, the author found problems with the students’ interests for English reading, their reading efficiency, and found that classroom teaching models are mainly teacher-oriented and question-guided. In such classes, the students are passive due to dull exercises and little interaction between teacher and students. Besides, the teacher has no objective assessing mechanism, so fails to improve teaching efficiency.Thus, the author designed three models based on autonomous learning theory, especially reciprocal and ability grouping strategy, and English reading teaching theory, especially psychological linguistics and cognitive psychology. The three teaching models are two-dimensional classroom teaching, three-dimensional, and four dimensional ones according to the resources the teacher applies. The author spent nine months on examining the three English reading teaching models by data analysis of questionnaires, tests and in-class observations.The results of the study proved that the three teaching designs can be effective and efficient by developing both teacher-students’ activities and assessing mechanism. Secondly, teaching resources play a key role in the teaching process, due to the teacher’s using time and frequency, and the sorts of resources. Thirdly, assessing mechanism is vital to adjust and improve teaching strategy.The author tries to make the study rigorously strict to provide some empirical study to educators. However, because of lacking in teaching experiences, shortage of relevant knowledge, there is still a long way to go for the research. Just as a famous saying goes, a journey of one thousand miles begins with one step, so this study is believed to be improved in the further study in the future and make great contribution to present junior English teaching. Junior English educating mission is heavy and leaves far away to cover.