| Reading plays an important role in English learning.It is an indispensable skill that learners need to develop and master.However,there are many unsatisfactory aspects in English reading among students.Besides,reading scores account for one third of the total score in the English test for junior high school.Therefore,it is necessary to do some research in English reading instruction.However,the status quo of English reading instruction is not optimistic.On the one hand,English teaching is centered on teachers’ teaching,and students’ learning is seriously neglected.This kind of spoon-feeding teaching has few effects on cultivating students’ reading ability.On the other hand,teachers overemphasize exams,memorize knowledge and practice a large number of tests,while neglecting to cultivate students’reading comprehension ability.Therefore,the author attempts to introduce the Presentation Assimilation Discussion(PAD)teaching mode into the junior high school English reading class,in order to explore an effective teaching method to improve the existing problems in reading instruction.The PAD teaching mode is a new type of teaching mode in China.Although domestic scholars have done a lot of research on the application of the PAD teaching mode in colleges and universities and various types of curriculum teaching,there are few empirical studies on the PAD teaching mode in junior high school English reading instruction.Hence,this study aims at exploring the effects of the PAD teaching mode on junior high school students’ English reading scores and the teaching feedback of the PAD teaching mode.This study attempts to answer the following questions:1.What effects does the PAD teaching mode have on English reading scores of students in junior high school?2.What is the teaching feedback of the PAD teaching mode?3.What are the teachers’ suggestions for implementing the PAD teaching mode?This study undertook a pretest-posttest comparison group quasi-experimental design.The research subjects were two parallel classes of Fengle Middle School where the author’s internship was located.There were 92 seventh-grade students,including 53 boys and 39 girls.The author randomly arranged these two classes as the control class(CC)and the experimental class(EC).From March in 2019 to July in 2019,the experimental class was instructed English reading in the mode of the PAD,while the control class still used the English teaching method(translation,explanation and practice)they used to teach reading.The study used tests,a questionnaire and a semi-structured interview to explore the effects of the PAD teaching mode.The author collected the experimental data and used the independent sample T-test and the paired sample T-test to examine the significant differences with SPSS 17.0,and analyzed the interview results.The author drew the following findings:1.The T-test on the reading scores of the two classes shows that the PAD teaching mode has improved students’ English reading scores.According to the interview,all students of different levels interviewed in the experimental class believed that the PAD class helped them improve their reading comprehension ability.2.The questionnaire survey and interview results for the PAD teaching mode of the experimental class show that students generally thought that the PAD teaching mode was attractive and hoped to continue to use it.In discussion,they can learn from each other and learn from others’ learning methods.3.Regarding the problems of students chat and time distribution during the implementation of the PAD class,the interviewed teachers came up with some feasible suggestions,such as group leaders’supervision,teacher’s intervention,fostering students’ self-awareness,optimizing the time of presentation and discussion.In conclusion,this study provides some inspiration for other related research on the use of the PAD teaching mode in junior high school English reading instruction. |
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