Action Research On English Reading Teaching In Junior Middle School From The Perspective Of Generative Learning Theory

Reading on English is an effective way for students to understand and obtain information.Traditional English teaching pays too much attention to teachers’ instruction of English to students,neglects students’ initiative to understand and obtain information,and fails to guide students to generate information well,resulting in timeconsuming and inefficient students’ learning and teachers’ teaching.In order to improve the quality and efficiency of English reading teaching and cultivate students’ ability to explore information actively,it is necessary to carry out in-depth research in the field of reading teaching.The generative learning theory was proposed by American educational psychologist Wittrock.It attaches importance to the active exploration of students’ learning and helps to cultivate students’ learning initiative,which aligns with the concept of “Activity-based English Learning” proposed in the English Curriculum Standards for Compulsory Education(2022).From the perspective of generative learning theory,combined with humanism and the activity-based English learning,this study carries out generative English reading teaching by action research.This study is aimed at answering the following three questions:(1)How can teachers implement English reading teaching in junior middle school from the perspective of generative learning theory?(2)What effect does the application of generative learning theory in junior middle school English reading teaching have on students’ reading performance?(3)What effect does the application of generative learning theory in junior middle school English reading teaching have on students’ reading strategies?The 50 students in the first grade of a middle school in Hefei were the research participants,and two rounds of action research were carried out.Before the first round of action research,we learned about the current situation of students’ English reading through a questionnaire,informed students’ scores through the pre-test paper,and then designed a generative English reading teaching plan based on the learning situation and teaching materials,and optimized the first round of research design based on the information collected from interviews with students and teachers,and implemented it in the second round of action research.After the second round of the action research,the students were post-tested with questionnaires and test papers,and the collected data were analyzed and compared with the help of SPSS 26.0 statistical software.Then the research conclusion is as follows: “Teachers can implement generative reading teaching through four links: knowledge presentation and introduction,information internalization and meaning construction,meaning generation and meaning expansion.Generative English reading teaching can improve students’ reading performance and help students master English reading strategies,such as summary strategy,structure mapping strategy,and vivid reproduction strategy”.This chapter presents the key findings of the study,discusses the existing limitations,and proposes teaching directions and suggestions for further improvement.The findings of this study are divided into two parts: the current situation of junior middle school English reading teaching before action research,and the outcomes achieved through the implementation of generative English reading teaching.