A Study Of Learner-centered English Reading Teaching Strategies In Junior Middle School

Under the advocacy of national reading,English reading has been attached great importance by the state.Based on the relevant literature and theoretical research of learner-centered and junior middle school English reading teaching,this study determined the teaching stages and reading development goals of English reading teaching,and constructed an analytical framework based on learner-centered teaching.Based on the learner-centered analytical framework of junior middle school English reading teaching,this paper investigated the current situation of English reading teaching in S middle school in S city by means of observation and interview.There are some key problems in the reading teaching of S middle school by the investigation: the teaching method in the pre-reading stage was mainly guided by the teacher explanation,the introduction of topic vocabulary emphasized the consolidation of vocabulary,and the guidance of reading objectives ignored the hierarchy of objectives;the teaching method in the middle reading stage was mainly guided by the group cooperation,group cooperation discussion and translation focused on the completion of tasks,the students’ autonomous reading showed a stereotyped phenomenon,and the teacher and student’s studying texts together was a lack of initiative;the teaching method in the post-reading stage was to pay equal attention to the teacher explanation and independent learning,the depth of reading consolidation task was insufficient,and the comment of reading questioning was not specific.Combining theoretical basis with practical problems,the following strategies are proposed: in the pre-reading stage of reading teaching,teachers should create specific teaching methods and reading strategies based on reading texts and students’ learning conditions to stimulate students’ reading motivation;to activate students’ background knowledge by supplementing cultural background knowledge of relevant reading texts and activating linguistic background knowledge of relevant reading texts;in the middle stage of reading teaching,teachers should let students emphasize and exercise their reading decoding ability by using group timed reading and topic situation imitation strategies;using time-limited silent reading and hierarchical text interpretation strategies to understanding the language knowledge of texts in detail;using relay retelling and learning group teaching strategies to promote students’ reading comprehension;using the comparing Chinese and Western culture based on core words and cultural scene experience strategies to cultivate students’ cultural awareness;in the post-reading stage of reading teaching,teachers should organize group communication and evaluation of reading and reading sharing meetings to enhance the students’ reading experience,creating a reading environment for all students and encouraging students to read efficiently to develop good reading habits.This study hopes to help teachers improve students’ English reading literacy through these specific learner-centered teaching suggestions.