A Study On The Application Of Activity List Interactive Teaching Mode To English Reading Teaching In Junior High School

Reading is one of the essential skills of English learning.Students can not only increase language reserves through reading,but also get inspiration of thinking from reading,and therefore English reading teaching is particularly important in junior high school.The“double reduction” policy proposes that the school should improve the quality of classroom instruction and optimize teaching methods.It requires teachers lay stress on using heuristic,interactive,and inquiry teaching to improve the effect of classroom instruction and develop students’ autonomous learning ability.The traditional classroom teaching mode to English reading teaching in junior high school is not conducive to the cultivation of students’ reading interest and the development of autonomous reading ability.Accordingly,teachers should actively explore effective reading teaching mode.The Activity List Interactive Teaching Mode takes students’ autonomous learning and cooperative learning as the primary forms of classroom teaching and highlights the teacherstudent and student-student interaction.In the previous studies at home and abroad,there are relatively few empirical studies on the application of the Activity List Interactive Teaching Mode in English reading teaching.Therefore,guided by constructivism theory,cognitivediscovery learning theory,and cooperative learning theory,this study applies the Activity List Interactive Teaching Mode to English reading teaching to verify the effects on students’ English reading learning.This study aims to explore the following three questions:1.What are the effects of the Activity List Interactive Teaching Mode on students’ reading interest?2.What are the effects of the Activity List Interactive Teaching Mode on students’ autonomous reading ability?3.What is the influence of the Activity List Interactive Teaching Mode on students’ reading grades?In this study,111 students of two classes in Grade 8 from a junior high school in Linquan county of Anhui Province are selected as the research subjects.The two classes are appointed as EC(experimental class)and CC(control class)for 15 weeks of experimental research.The Activity List Interactive Teaching Mode is implemented in EC,and the traditional teaching mode is carried out in CC.The data are collected by questionnaire,semistructured interview and test.A quantitative analysis is made on the data of questionnaires and tests through SPSS 23.0 and a qualitative analysis is conducted on the interview content.The research findings are as follows:1.The Activity List Interactive Teaching Mode is helpful to improve students’ reading interest.Most students have a positive change in their attitude towards English reading class,realize the importance of English reading and obtain a sense of pleasure and achievement from it.2.The Activity List Interactive Teaching Mode positively impacts on the promotion of students’ autonomous reading ability.According to the results of questionnaire survey and interview,it is found that students gradually develop good reading habits,master reading strategies better than that before the experiment,and get a certain degree of improvement in self-regulation and evaluation in the reading process.3.Through the analysis of the reading test results before and after the experiment,the Activity List Interactive Teaching Mode can increase students’ reading grades.This study puts forward the following enlightenment for English reading teaching:Firstly,teachers can conduct reading strategies training and arrange extracurricular reading tasks to cultivate students’ reading strategies;Secondly,the development of students’ autonomous reading ability needs the appropriate intervention of teachers;Thirdly,the various methods of formative evaluation should be adopted to test the effect of students’ reading learning.In addition,there are some limitations in this study,such as short experimental time,the small scope of research subjects,and untimely feedback and evaluation.In future research,teachers need to improve and perfect this teaching mode according to the characteristics of students in different grades and the actual classroom instruction situation.