The Study Of Middle School English Reading Teaching Design On The Basis Of Knowledge Management Theory

Based on the new curriculum standard,the reform of English class is constantly improving.The new curriculum standard pays more attention to the development of students’ language application ability,as well as the development of students’ thinking ability and learning ability.The curriculum standard clearly stipulates that English teaching should be aimed at all students,fully mobilize students’ enthusiasm for learning,pay attention to language practice,cultivate students’ language pragmatic ability,cultivate students’ ability to "do things in English" in practical activities,strengthen learning strategy guidance,cultivate Students’ autonomous learning ability,etc.However,the author found that there are still many problems in normal teaching that need to be solved urgently,and the requirements of the new curriculum standards have not yet been achieved.In normal classrooms,teachers are the main users of language,and students are more likely to act as listeners,and have little opportunity to exercise themselves.In the class,too much emphasis is placed on transferring knowledge,too much on-book knowledge are taught;for the learning methods,teachers emphasize on rote memorization and mechanized practice,and for the evaluation methods,the teachers overemphasize on summarized evaluation.To address the above issues,the following studies were conducted:First,this study focuses on the current situation of the normal class for English reading teaching and emphasize on organizing the related researches on this at home and abroad,as well as the knowledge management theory,which is applied in junior high school.This helps to learn the relevant researches and learn from the experiences.Through the analysis of the existing research,this paper applied the knowledge management SECI model to help the teachers improve the reading class teaching design pattern,which highlights the students’ general subject position in the normal classroom,cultivates students’ learning ability,and proposes an English reading class teaching design,which is based on the knowledge management theory.In view of the above research,this study emphasizes on the in-depth analysis of how to help all the students develop,how to cultivate students’ learning ability under the background of knowledge economy,how to help students to acquire,choose,process,share and apply what they get in the face of complex information.Therefore,this research applies the knowledge management theory to the actual teaching design,reconstructs each link of the teaching design according to the specific teaching content,which can facilitate the transformation of explicit knowledge and tacit knowledge between teachers and students,as a result to help the students master the knowledge.Then it helps the students’ English reading ability develop.Second,this research is guided by three principles,namely,student-centered,facing all students;practice-oriented,focusing on language use;ability-oriented,improving self-directed learning;and understanding the pre-reading,while-reading and after-reading English reading mode in normal classrooms to improve the teaching design.In this design,based on the knowledge management ideas,we combine vocabulary clouds and mind maps to help students achieve knowledge acquisition,absorption and application,which improve the efficiency of knowledge transition between teachers and students.Third,this study adopts a action research method,and it uses three-round experiments to test the feasibility and effectiveness.The main content of the first round is to verify the effect of visualization methods on students’ knowledge acquisition and sharing.In this round of experiments,vocabulary clouds and mind maps are integrated into normal classrooms to help students receive and understand the knowledge in the classroom,and use this as a means to guide students to effectively use language.The main research content of the second round of experiments is the effect of English reading teaching process reconstruction on students’ knowledge transformation from the perspective of knowledge management.This round of experiments mainly reconstructs the normal reading classroom teaching links,and optimizes normal teaching under the guidance of the knowledge management model to achieve the effective transformation of classroom knowledge.The third round of experiments mainly based on the experience of the first two rounds of experiments,which improves the teaching design of English reading in junior high schools from the perspective of knowledge management and verifies its effects,and finally summarizes the advantages and disadvantages of the teaching design and draws application suggestions.Fourth,according to the experimental conclusions,we found that the knowledgemanagement-based English reading teaching design can effectively promote the students’ reading ability.We compare the students’ pre-test and post-test of students’ English reading ability questionnaires,the student’s and teachers’ interview records and students’ performance in test papers,it is found that students have changed their inherent views on English reading classrooms after the experiment of this research,and believe that the in this design the reading classes are more interesting and engaging,and say it makes them more interested in reading;based on the result of the English Reading Ability Questionnaire’s Comprehension Written Description,Comprehension Written Statement,Comprehension Written Instruction,Comprehension Written Instruction,Comprehension Written Argument,and Comprehension the students showed significant differences in the six dimensions of reading interaction,and the students’ English reading ability was improved.After the experiment,teachers believed that the improved teaching design enabled them to examine their own classrooms and students from a broader perspective,and believed that the research was important.The teaching design is highly transferable and can be used in other courses.To sum up,this research classifies English reading knowledge according to knowledge management theory and takes corresponding teaching design measures.It reconstructs the English reading classroom in junior high school according to the learning situation of junior high school students,provides teachers with new teaching design ideas,and helps teachers solve classroom problems,such as the dull atmosphere,the students’ lack of enthusiasm for learning,and the bad performance on learning effect.