An Experimental Study On The Effect Of Project-based Learning On Junior High School Students’ English Reading Character

With the deepening of English curriculum reform,English reading character has become a hot issue in English teaching.Reading character is an important part of reading literacy,including reading habits and reading experience.In reality,some teachers ignore students’ English reading character.The effectiveness of project-based learning in second and foreign language teaching has been affirmed by many scholars,but few scholars have studied the influence of project-based learning on junior high school students’ English reading character.Based on constructivism and pragmatism,this study applied project-based learning to junior high school English reading teaching,and deeply explored the influence of project-based learning on junior high school students’ English reading character.Through experimental research,this thesis discussed the following two research questions:(1)What effect does project-based learning have on junior high school students’ English reading habits?(2)What effect does project-based learning have on junior high school students’ English reading experience?In this study,two classes of Grade 9 in a middle school in Guangdong Province were taken as the research objects,and a 12-week reading teaching experiment was conducted.Before the experiment,this study used reading tests and reading character questionnaires to carry out pre-test in two classes.According to the pre-test results,two classes were randomly divided into experimental class and control class.In addition,according to the results of the pre-test of English reading test,two classes of students were divided into high,medium and low levels,and grouped according to the principle of heterogeneity within the group and homogeneity between the groups.After the experiment,this study implemented the post-test of reading character in both classes,and randomly selected 9 students of different levels in the experimental class for interviews.In this thesis,the collected data were entered into SPSS 24.0 software for statistical analysis,and the interview results were summarized,and the following conclusions were drawn:(1)Project-based learning can significantly improve the reading habits of high-level and medium-level students,but the improvement effect on low-level students is not significant.(2)Project-based learning can significantly improve students’ reading experience at different levels,especially for high-level students.Based on the above findings,this study suggests that teachers should realize the important value of project-based learning in cultivating students’ reading character,enrich teaching methods and provide students with optimal resources.Teachers should observe students’ learning situation in time and create real situations to help students read better.