An Experimental Research Of The “Problem Chain” Teaching Mode In Junior High School English Reading

Since the implementation of the New Curriculum Standards,the teaching of English reading has shown a trend of “all flowers blooming together”.But the ways to really improve students’ English reading ability should attribute to the classroom teaching.Questioning is the basis of the implementation of teaching activities,which can not only enliven the classroom atmosphere and mobilize the enthusiasm of students to learn,but also test the learning effect.Therefore,effective classroom questioning shows an increasingly important role in English teaching.Traditional English teaching takes knowledge imparting as the main body,but it is relatively weak in cultivating students’ ability.According to the author’s observation in the practice school,the English teaching of the school is still examination-oriented,and the classroom teaching basically follows the teaching and practicing mode.These old teaching methods have shown many disadvantages.Based on the importance of the “problem chain” teaching mode in middle school’s English reading,the author studies the influence of the “problem chain” teaching mode of English reading in Grade Nine.The author takes 92 students in two classes from Beizhang Middle School in Yuncheng,Shanxi province as the research subjects.The research lasts for about four months,from September of 2016 to January of 2017.This study is carried out with three research instruments,which are questionnaire,tests and interviews.By using quantitative and qualitative analysis methods,this thesis studies two questions.The first one is whether the “problem chain” teaching mode can improve Junior High School students’ English reading achievement,and the second is the effects of the “problem chain” teaching mode on students’ emotion,knowledge,exploration,thinking and meta-cognition.This thesis aims to study the effect of the “problem chain” teaching mode on Junior High School students’ English reading.Tests are used to reflect students’ changes before and after the experiment.The effects of the “problem chain” teaching mode on students’ emotion,knowledge,thinking,exploration,and meta-cognition are mainly exhibited by questionnaire and interview.After four months of experimental research,the results show that the “problem chain”teaching mode can improve students’ English reading achievement.At the same time,the“problem chain” teaching mode can help to improve the students’ emotion,knowledge,exploration,thinking and meta-cognitive ability.Although there are still some shortcomings in this thesis,the author hopes this research can provide an effective reference for improving students’ English reading ability.