An Experimental Study On IRM In Middle School English Reading Teaching

Recently,English teaching in China has attached great importance to reading.Students’ input of English reading has been increased gradually,and they read widely.Meanwhile,English teachers spend a lot of time and effort developing students’ reading ability.However,the results are not satisfying.There are a lot of reasons,and one of the main reasons is that many English teachers still adopt the traditional teaching method when teaching English reading,which also refers to as Bottom-up Reading Model.This kind of reading model emphasizes learning words.It is believed that in Bottom-up Reading Model,students can understand the writing intention of the whole passage only after they understand the meaning of the words,phrases and sentences in the passage.In Bottom-up Reading Model classes,teachers need to explain the meaning of the words and teach language points to students,so teachers speak more than students in reading classes.Students receive knowledge passively,and there is little interaction in reading classes between teachers and students.Teachers spend a lot of time explaining the meaning of new words and expressions to students as well as translating the reading text.They give little care to develop students’ reading interest,and pay little attention to the application of English reading teaching strategies.In view of the current English reading teaching situation,it is urgent that English teachers adopt a feasible and effective reading teaching model.Interactive Reading Model(IRM)emphasizes the interactions between teachers and students,and there are various and interesting class activities in IRM.This research chooses IRM as the reading model,investigating how to improve English reading teaching in middle school so as to improve students’ reading interest and reading scores.This research mainly researches the following questions: 1)What is the current reading situation of Lv Yuan middle school? 2)What effect does IRM have on students’ reading scores in middle school? 3)How to use IRM effectively to improve students’ reading interest in middle school?In this research,the author conducted a control experiment.The author chooses two classes from the same grade in Lv Yuan middle school.One is the experimental class(EC),which applied IRM when teaching reading.The other is the control class(CC),which adopted traditional reading model.They were taught by the same English teacher with the same teaching schedule.At the beginning of experiment,the author evaluated the reading ability of the two classes through a reading comprehension test using the same testing materials,and drew a conclusion that the English level of the two classes was equivalent according to the results of the test.Then the teacher applied IRM to teaching reading in EC,and applied traditional reading model to teaching reading in CC.After the experiment of one semester,the author compared their reading ability by another reading comprehension test.The question type and difficulty of the pre and post test are exactly the same.The results of pre and post tests showed that reading interest,reading scores and reading ability of both EC and CC have been improved.But the students in IRM class improved even more.Furthermore,the author interviewed some students from EC to research their opinions on IRM.Then the results give rise to a conclusion that the IRM is more popular with students than Bottom-up Reading Model,and it is better for activating their reading interest and improving their reading scores as well as their reading ability.To sum up,the author of the research holds the view that IRM is good for improving English reading teaching in middle school,and it is helpful to improve students’ reading interest and reading scores.The author hopes that this paper can provide a relevant reference for the reform of English reading teaching in middle school in the new era of China.