A Study On English Reading Teaching In Junior High Schools From The Perspective Of English Activity-Based Learning

The National English Curricular Standards for Compulsory Education(2011)proposes that students should develop their language and thinking ability,realize the internalization of knowledge and improve their ability in English practice activities.Under this background of the curriculum reform,our scholars actively explored and made a solution to practice the perspective of English activity-based learning.The perspective of English activity-based learning combines content and activities,which aims to enable students to promote the integration of language,thinking and culture in learning and understanding activity,application and practice activity,transformation and innovation activity.Reading is an important means of acquiring information,enriching cognition and training thinking.But the current English reading teaching in junior high school has the phenomenon of fragmentation of teaching content,simplification of teaching activities and shallow teaching methods.Therefore,the author applies the perspective of English activity-based learning to junior high school English reading teaching and constructs a new reading teaching mode to solve the problems.This research aims to study the following questions: Can the reading teaching in junior high school based on the perspective of English activity-based learning improve students’ participation in class? Can it promote students’ active thinking consciousness? Can it improve students’ in-depth understanding of the text? Can it improve students’ reading level?By combing the relevant content of the perspective of English activity-based learning,the author constructs the “Five Step” reading teaching model and applies it to the actual teaching.The writer uses questionnaire surveys,classroom observations,interviews and experiments to prove the accuracy of the research results.First of all,the research objects are selected by the controlled variable method.The experimental class adopts the new teaching mode while the control class adopts the traditional teaching mode.Before and after the experiment,questions with different dimensions and interview outlines are used to understand students’ participation,the development of active thinking awareness,discourse comprehension and attitudes towards teaching mode;Secondly,according to the classroom observation scale,several observations and comparisons are made on the teaching process of the experimental class and the control class,so as to intuitively understand the current learning situation of the experimental students;Finally,the author conducts a reading test on the experimental subjects and uses SPSS25.0 software to calculate the reading data of the two classes of students.By comparing performance to understand whether the students’ reading level has improved.The research results show that applying the perspective of English activity-based learning to junior high school English reading teaching can improve students’ classroom participation,promote their active thinking awareness,improve their in-depth understanding of texts and reading skills.Most students expressed affirmation of the teaching model and successfully experienced progressive classroom teaching activities.Finally,the author puts forward four suggestions for English teaching in junior high schools: Teacher should design activities based on the academic conditions to encourage students to generate ideas independently,create context by the media technology to adjust classroom activities flexibly,construct an interactive dialogue field to cultivate students’ in-depth thinking,use the integration of teaching and evaluation to achieve reading goals in different grades.