A Study On The Effectiveness Of English Reading Teaching In Junior High School Led By Thematic Meaning

At present,many teachers still adopt the "double basic" teaching mode,and English reading teaching is fragmented with a lack of thematic relevance between English reading texts and no integral connection between text content and text ideas,which restricts the improvement of students’ comprehensive reading literacy.The new English Curriculum Standards(2022)clearly points out that the English learning in junior high school should be under the thematic meaning and should not be separated from learning and thinking.At the same time,doing and learning are as one unit,and learning bonds with creating.The connection between the thematic meaning and junior high school English reading teaching is getting closer and closer,and the junior high school English reading teaching led by the thematic meaning is getting more attention.Based on the theories of constructivism and theory of multiple intelligences,this paper uses literature research,questionnaires,interviews,and classroom observations to survey students and English teachers in No.19 Middle School in Guiyang.It focuses on the following issues:(1)What is the current situation of thematic meaningful English reading in junior high school?(2)How to combine thematic meaning in junior high school English reading teaching?(3)Is the teaching of English reading in thematic meaning in junior high schools really effective?Through the study,the results are as follows:(1)At this stage,the following problems exist in English reading teaching with thematic meaning in junior high school:teachers design few activities to explore thematic meaning,teachers do not analyze the thematic meaning of the text in depth,corresponding classroom activities do not fit tightly with the thematic meaning of the text,teachers neglect the training of students’ thinking capacity,and students lack the enthusiasm to participate in thematic meaning exploration.(2)At this stage,English teachers in junior high schools understand the value and advantages of teaching thematic meaning.Some teachers have a more accurate perception of the concept of thematic meaning and are able to design teaching activities based on thematic meaning.However,the results of the corresponding interviews show that many junior high school teachers do not have a deep understanding of the connotation and teaching value of thematic meaning,and are not clear about how to maximize the value of thematic meaning teaching.(3)English reading based on thematic meaning inquiry is positively and significantly related to students’ English subject core competencies and the development of reading habits.Thematic meaning instruction helps students develop language ability,thinking capacity,and learning ability,but does not have a significant impact on cultural awareness.As for students’ English reading habits,there is a positive correlation between thematic meaning exploration and students’ reading behavior and reading volume,but the correlation with reading frequency is insignificant.In response to the above problems,some corresponding solutions are proposed:(1)strengthening the learning of thematic meaning theory;(2)digging deeper into the thematic meaning of the text;(3)optimizing the design of thematic meaning activities;(4)strengthening the training of students’ thinking capacity;(5)guiding students’ construction of thematic meaning.