The Application Of Outcome-based Theory In Junior High School English Reading Teaching

English reading ability is the foundation of English learners’ development of other language abilities.Reading plays an important role for students.Reading can not only foster students’ sense of English language,but also facilitate vocabulary building and improve their writing skills.It is a major means and effective way to learn English well.The English Curriculum Standard for Compulsory Education(2022)puts forward higher requirements for students’ reading.On the basis of accumulating words,students can understand the meaning of the whole text according to the meaning of words and texts,which is the most basic reading ability.At the same time,the new curriculum standard puts forward the ability requirements for interpreting the theme of the text.It requires students not only to understand the theme of the text through listening,speaking,reading and writing,but also to output certain content.On the basis of cultivating text understanding,they can also cultivate the ability of practical application,and promote students’ deeper comprehensive application ability.The Outcome-Based Theory used in this study emphasizes three basic concepts,including outcomes,student-centeredness,and continuous improvement.“Outcomes”include not only knowledge,but also competencies,values,or affective changes.Second,student-centeredness and continuous improvement also emphasize diversified teaching,rather than indoctrination,and these basic concepts facilitate the development of students’ comprehensive skills.This study aims to prove that the Outcome-Based Theory can change students’ reading attitude and improve their reading abilities.The research questions are as follows:Question 1: What is the impact of the application of Outcome-Based Theory in junior high school English reading teaching on students’ attitude towards reading in English?Question 2: What is the impact of the application of Outcome-Based Theory in junior high school English reading teaching on students’ English reading ability?The experiment was carried out in a junior high school in Wuhu City,with 100 students in two parallel classes of the eighth grade,one of which adopted the TaskBased reading teaching model and the other adopted the English reading teaching model based on the Outcome-Based Theory.The whole teaching experiment lasted for one semester,and the experimental instrument was conducted by using qualitative and quantitative methods: questionnaire,scale,test and interview.Finally,the collected data were analyzed by descriptive statistical analysis and T-test with the help of SPSS 19.0,respectively.Regarding the first research question of this paper,through the analysis of the questionnaires and the combing of the interviews,the results of the post-experimental questionnaire data all increased compared to the pre-experimental questionnaire,and the feedback from the interview was more positive than the pre-experimental ones.Secondly,the second research question of the study,through the analysis of the test and scale data,the researcher found that the English reading scores of the experimental class increased from 24.36 to 27.02 after the experiment,but the English reading scores of the controlled class decreased from 24.88 to 23.62.On the other hand,the scale data of the reading ability of the experimental and controlled classes changed before and after the experiment,and the results of the data showed that the gap between the two classes was increasing,from 1.54 to 3.08 before the experiment.The above experiment’s results show that: First,the teaching model of English reading classroom in junior high school under the Outcome-Based Theory helps change students’ attitudes toward reading.Secondly,the application of OutcomeBased Theory in junior high school English reading teaching helps to develop and improve students’ English reading ability.