The Application Of "Chinese-English Bilingual Reading Circles" To English Reading Teaching At Rural Middle Schools

Reading teaching is an important part of English teaching.How to improve students’ independent reading habits and autonomous thinking ability has always been the top priority in English reading teaching.In many attempts to teach English reading,“Reading Circles” has been paid much attention and praised highly by researchers in recent years.The steps of“Reading Circles” are “reading-thinking-connection-sharing-evaluation”.Under this teaching mode,students actively take part in reading activities,experience the joy of reading,and learn to cooperate and share.Their roles are transformed from traditional participants to organizers and leaders.Taking into account the weak English level of rural middle school students,this research plans to reform the English reading teaching in rural junior high schools by adopting a reading circle teaching mode that combines Chinese reading and English reading.This experiment focuses on the following two issues:(1)What are the teaching effects of “Chinese-English Bilingual Reading Circles”?(2)What are students’ perceptions of “Chinese-English Bilingual Reading Circles”?The teaching experiment lasts for three months and is carried out in the No.1 Junior Middle School in Yuanyang County,Xinxiang City.A total of 100 eighth grade students participate in the experiment.With the help of the author’s former colleague in the school(the English teacher: Miss Zhang),one experimental class(Class Five)and one control class(Class Six)are set up.On the premise of completing the teaching tasks,the two classes will add an extracurricular reading class on Fridays.In the experiment,“Chinese-English Bilingual Reading Circles” is conducted in the experimental class,and regular reading teaching is conducted in the control class.Before the experiment,test and questionnaire are used to know the status quo of students’ English reading learning.After the experiment,the English reading test scores of the two classes are used to understand the teaching effect of “Chinese-English Bilingual Reading Circles”.Questionnaire and interview are used to understand the changes in students’ independent reading habits,autonomous thinking ability and students’ perceptions of “Chinese-English Bilingual Reading Circles” in the experimental class.Related data are collected through tests,questionnaires and interview and the statistical data is analyzed by SPSS(23.0).The results of this study show that to adopt “Chinese-English Bilingual Reading Circles”effectively utilizes the 15-minute delayed class after school to carry out the reading and analysis of the text in the “Chinese Reading Circles”.That improves the learning efficiency of the English reading class.The Chinese text teaching in 15-minute delayed class after school can stimulate students’ interest in reading.It is foreshadowed for 45-minute classroom teaching;classroom English text teaching can further use English to discuss,understand the content of the text,etc.on the basis of the previous Chinese teaching.The combination of the two can have a positive impact on students’ reading interest to a certain extent.It improves the autonomy of learning,including the habit of autonomous reading,the ability to think independently and the habit of autonomous learning.Due to the limitation of subjects,the effectiveness of “Chinese-English Bilingual Reading Circles” remains to be further confirmed.More teachers are needed to apply“Chinese-English Bilingual Reading Circles” to rural middle school English reading teaching and further improve it.