Practical Research On Blended Teaching In English Reading In Junior High School

In the current junior middle school English reading teaching,there are some problems: the English reading class becoming a grammar class,the students’ reading skills can not be cultivated;the classroom teaching atmosphere is not ideal,and the students’ learning initiative are not fully utilized.The students cannot understand the articles deeply and accurately because of the lack of background knowledge.The activities after reading are not effectively carried out,and the activities are limited to practice questions,which is not helpful for deepening students’ understanding of the articles.In the process of continuous advancement of educational informationization,the advantages of technology in English teaching has become more and more prominent,but in the specific application process,there are still some problems that need to be solved,such as low efficiency and poor effect.In recent years,the network teaching platform in information technology has been widely used in teaching.By comparing the functional advantages of the Moso Teach and other similar teaching platforms in the English teaching,the study considers the Moso Teach is more suitable for English reading teaching,and to a certain extent can help to improve the problems existing in the current junior high school English reading teaching,and provide a new way and ideas for the integration of information technology and English teaching.The main research method of this study is action research.The main methods of collecting data in the research process are literature research,questionnaire survey and interview.In the stage of theoretical research,this paper mainly combs the relevant literature of English reading teaching and blended teaching,and finds out the current research trends.In the practical stage,based on activity theory and schema theory,combined with the characteristics of English reading teaching and the design framework of blended learning curriculum,with Moso Teach as the platform support,three rounds of blended teaching of English reading in junior high schools were carried out.Based on the blended learning curriculum design framework,and the application effect was analyzed.All the subjects were students in Grade eight in a secondary school in the city.In the specific teaching practice,the teacher firstconducted front analysis based on the blended learning curriculum design framework.According to the front analysis,the teacher design the teaching activities,teaching resources and teaching evaluation.The problems and shortcomings in the process of practice are found and revised through teachers’ reflection,interviews with students and teachers.After three rounds of teaching practice,the results of the students’ reading test and the data of the questionnaire were analyzed and applied.Questionnaire survey method is mainly used to investigate the students’ learning situation before implementation and the evaluation of teaching effect after implementation;interview method is mainly used to interview teachers and students after each round of teaching practice.In the summary stage,based on the analysis of the implementation process and application results of the three-round action research,this paper puts forward the application principles of mixed teaching in junior high school English reading teaching.The result shows that the application of blended teaching in junior high school English reading is effective.