The Cultivation Of Reading Ability By Productionoriented English Reading Teaching Mode In Junior High School Under Double Reduction Policy

The English Curriculum Standards for Compulsory Education(2022 Edition)emphasize that reading is one of the essential language skills,an important part of English teaching,and meaningful content of English examination.The new curriculum standard puts specific requirements on students’ English reading ability in junior high school: students should have the English comprehension skills to understand the overall content,identify the main information,and extract the key information.With the implementation of the double reduction policy and the continuous advancement of the new curriculum reform,teachers and researchers have tried different English reading teaching modes.However,they have not been entirely satisfactory in teaching English reading in junior high school and cultivating students’ English reading ability.Relevant research shows three main problems in English reading teaching:(1)under the double reduction policy,the time and volume of students’ English reading in and out of class have been reduced;(2)reading teaching emphasizes language knowledge in reading materials,neglects essential information in reading materials,and neglects the cultivation of reading ability;(3)the input materials are not targeted enough,while also neglecting the evaluation of students’ output.To effectively improve the efficiency and effect of English reading teaching and cultivate students’ English reading ability in junior high school,this research practiced the English Curriculum standards for compulsory education based on the theory of Production-oriented Approach Theory,Input Hypothesis,Output Hypothesis,and Constructivism Theory.The research combined the practice of English reading teaching in junior high school to build a production-oriented English reading teaching mode in junior high school.This research explored whether this model can effectively cultivate students’ English reading abilities of overall content understanding,main information identification,and key information extraction in junior high school.To verify the effectiveness of the production-oriented English reading teaching mode,this research chose two parallel classes of a junior high school in ** City,** Province as experimental objects.The numbers of students in the experimental and control classes are both42.The experimental class adopts the production-oriented English reading teaching mode,while the control class adopts the PWP reading teaching mode and controls irrelevant variables.The following questions are discussed:(1)Under the double reduction policy,do students in junior high school lack English reading ability of overall content understanding,main information identification,and key information extraction,and if so,to what extent?(2)How to construct the production-oriented English reading teaching mode to cultivate students’ reading ability of overall content understanding,main information identification,and key information extraction?(3)Can the production-oriented English reading teaching mode in junior high school effectively improve students’ English reading ability of overall content understanding,main information identification,and key information extraction?The experiment began on September 2,2022,and ended on November 6,2022.The results show that:(1)before the experiment,students had poor reading ability of overall content understanding,main information identification,and key information extraction,and among them,the ability of key information extraction was the weakest;(2)after the experiment,students showed high satisfaction with the production-oriented English reading teaching mode,which was different from that of the control class;(3)after the experiment,the total score and the sub-scores of overall content understanding,main information identification,and key information extraction in the reading test of the experimental class significantly improved,and there was a significant difference compared to the control class.According to the research results,the following conclusions are drawn:(1)students in junior high school generally have severe deficiencies in the reading ability of overall content understanding,main information identification,and key information extraction.(2)This research applied the Production-oriented Approach to English reading teaching.When designing and organizing teaching activities,the author followed the teaching steps and requirements of the Production-oriented Approach,constructed a "production-oriented" English reading teaching mode to cultivate students’ reading ability,and verified its effectiveness in cultivating students’ reading ability through experiments.Also,students thought highly of this teaching mode;(3)the production-oriented English reading teaching mode in junior high school effectively improved students’ reading ability of overall content understanding,main information identification,and key information extraction.This study constructs the production-oriented English reading teaching mode in junior high school,which makes up for the deficiencies in the current English reading teaching practice in junior high school,expands the scope of the application of the Production-oriented Approach to learners,initially verifies its feasibility and superiority in English reading teaching in junior high school,and improves the effect of cultivating students’ English comprehension skills in junior high school.In general,the construction and application of the production-oriented English reading teaching mode in junior high school provide a practical reference for the future teaching of junior high school English reading.