A Study On Post-reading Activities Of Junior Middle School English Teaching

At present,PWP teaching model,including pre-reading,while-reading and postreading,is widely applied in English reading teaching in junior middle schools.Postreading stage is not only the period of language consolidation,but also the expansion and extension of reading.Students use the target language to complete a variety of output activities in order to strengthen the connection of the old and new knowledge,deepen the theme of reading materials and develop their thinking ability.Therefore,the design and implementation of post-reading activities greatly affect the depth and breadth of an English lesson.However,what is the teaching status and effect of postreading activities in teaching practice still needs further exploring.This study selected 38 award-winning high-quality teaching course videos at the ministerial level from the platform of One Good Lesson per Teacher and One Outstanding Teacher per Lesson(OGLPT)as research objects,and took script analysis as the main research method,with the help of the Observation Table of Postreading Activities of Design and Implementation in Junior Middle Schools,which is partly modified on the basis of Liu Shengyuan’s design in 2019,and cognitive levels under the revised edition of Taxonomy of Educational Objectives by Bloom and Anderson,in an attempt to answer the following questions:(1)What is the status of the design and implementation of post-reading activities in English reading classes in junior middle schools?(2)What cognitive thinking goals do these post-reading activities embody?The status of the design and implementation of post-reading activities consists of number of activities,types of activities,time duration of completing the activity,students’ participation in the activities,difficulty,the relevance between post-reading activities and the theme of reading texts,the consistency between language output and input and characteristics of teachers’ discourse in post-reading activities.Research findings are summarized as follows:(1)The overall status of post-reading teaching is characterized by “more on design,less on implementation”.In addition to the conventional types,other aspectssuch as the difficulty,the relevance between post-reading activities and the theme of reading texts,the consistency between language output and input,the comprehensiveness of task assignment in group activities all performed well.However,in terms of implementation,except for the efficient classroom instructions,the other aspects all need to be improved.Specifically,the way of design and implementation is stereotypical and lacks of innovation.Secondly,the activities are mishandled in terms of the proportion of time,which is either too long or too short.Thirdly,teachers perform poorly in the diversity and pertinence of evaluation language.Finally,teachers use their mother tongue frequently in class.(2)From the perspective of cognitive thinking cultivation,less emphasis is on higher-order thinking,while more on lower-order thinking.In addition,there are few analytical activities and no evaluation activity.Based on the research results,we should treat the teaching of post-reading period dialectically.First of all,teachers should be student-centered and pay attention to individual differences as well as all students.Secondly,the design of post-reading activities is as important as the implementation,and one should not be neglected.Finally,teachers should make efforts to improve their professional skills,especially English language ability,to provide students with high-quality language input.