An Experimental Study On Critical Reading In English Reading Teaching In Junior High School

There are several problems in the current English reading class of junior high school,for example,teachers pay more attention to the usage of words,phrases and knowledge points and the understanding of the surface information of the reading text.However,they do not deal with the content of the reading text deeply,lack of criticism and questioning towards the reading text and so on.Therefore,it is a good way to carry out critical reading teaching in the English reading class of junior high school.The author conducts the experimental research of the critical reading teaching in a junior high school in Hejin city based on constructivism learning theory and schema theory.The research aims to answer the following questions:1.What effects does the critical reading teaching have on the frequency of the use of students’ critical reading strategies?2.Can the critical reading teaching improve students’ English reading comprehension?3.What attitudes do students have towards the critical reading teaching?The research lasts for four months from September 2019 to December 2019.The students who are from two parallel classes of Grade Two in Chengguan Middle School in Hejin city are selected as the research subjects.They roughly have the similar reading ability.One class is regarded as the experimental class and the author adopts the critical reading teaching in the English reading class,while the other is regarded as the control class and the author adopts the traditional reading teaching in the English reading class.During the English reading teaching of the experimental class,the author tries to interpret the reading text in depth,and teach the students to use different critical reading strategies.By the questionnaire,the author investigates the frequency of the use of students’ critical reading strategies in the experimental class before and after the experiment to compare whether the frequency of the use of students’ critical reading strategies has been enhanced after the experiment.Through the tests,the author tests whether the critical reading teaching can improve students’ English reading comprehension.What’s more,the data are analyzed quantitatively by SPSS 17.0.Through the interview,the author investigates what attitudes students have towards the critical reading teaching and the data are qualitatively analyzed.The research results show that the critical reading teaching improves the frequency of the use of students’ critical reading strategies;the critical reading teaching improves students’ English reading comprehension,which is seen from the students’ English reading grades.What’s more,most students hold the positive attitude towards the critical reading teaching after the experiment.Therefore,the author believes that it has the positive significance to conduct the critical reading teaching in the English reading class of junior high school.It can improve students’ ability to analyze and judge,synthesize information and understand the reading text deeply.