| Reading,as a useful way to enrich students? humanistic quality and to improve their ability of using English,has established a dominant position in recent years.The English Curricular Standard in the Phrase of Compulsory Education issued in 2011 pus particular emphasis on strengthening the teaching of English reading,and defines that the fundamental purpose of English reading teaching in middle school is to train students to read independently and teach them the methods and skills of reading.However,it is a common phenomenon of ?high input,low output? in reading teaching.The main reason is that teachers have not effectively trained students to use appropriate reading strategies.The aim of this study is to help junior school students build up positive reading attitude and good reading habits,and master effective reading strategies.The data of this paper have analyzed both quantitatively and qualitatively.In the review of learning strategies studied by domestic and foreign scholars,especially on the basis of reading strategy research.This paper has combined the reading strategies proposed by Nunan(2001)and applied eight reading strategies,such as scanning,skimming and word-guessing,to the empirical research on English reading teaching.This research was carried out in the Jinta No.3 Middle School with a span of one semester.The research tools are questionnaires,tests and interview,with all these research methods,the author collected the data that can comprehensively answer and learn the questions,and thereby drew the conclusion more systematically.The author selected 87 students from two parallel classes of grade eight as subjects.One class was chosen as the experimental class,and the other class was chosen as the control class.In experimental class,43 students received the eight reading strategies training,while in the control class,44 students received traditional English reading teaching model.The purpose of the questionnaire is to understand the students? use of reading strategies before and after the experiment.The reading test was divided into pre-test and post-test,which was used to compare the reading scores of students in the experimental class and control class before and after the experiment.In the interview,9 students of different levels in the experimental class were selected to understand their attitudes and experiences towards reading strategies.SPSS 22.0 software was used for the statistics and analysis of the collected data.Through this research,the author finds:(1)Before the teaching experiment,students use reading strategies less frequently.Except skimming and scanning strategies,other strategies are rarely used;(2)After the teaching experiment,the frequency of students using reading strategies has increased,especially the frequency of critical reading strategies and discourse strategies increased significantly;(3)The average reading score of students in the experimental class is higher than that of students in the control class.This shows that the main reason for the students’ low reading ability is their use of reading strategies not effectively.The cultivation of reading strategies improves junior school students’ awareness of the use of reading strategies effectively.In addition,the cultivation of reading strategies has a positive impact on the reading scores of junior school students.This study has brought the following two enlightenment to reading teaching:First,teachers should improve their own awareness of reading strategy cultivation and make reading strategy cultivation as part of the curriculum to cultivate students’ English reading strategies and help students become independent learners.Second,teachers should embed reading strategies into the processes of pre-reading,while-reading and post-reading to enhance students’ English reading comprehension proficiency.Admittedly,while this research has determinate innovative and academic value,there are still quite a few defects and deficiencies,which are expected to be solved in the follow-up research. |
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