| The newly issued English Curriculum Standard for Compulsory Education(2022 Edition)which puts forward for junior high school aims to develop students’ subject core competencies,including language ability,cultural awareness,thinking capacity,and learning ability.The concept of English learning activities advocates theme-oriented and discourse-based.In this view,students learn from their experience,apply from their practice,innovate from their migration,finally,discover and solve the real problems.Problem-based learning(PBL)focuses on problem-centered,students-centered,and cooperation-centered.Students solve a set of practical problems in English reading through group cooperation in order to stimulate students’ interest in reading,promote students’ thinking ability actively,activate students’ language knowledge,let students “learning from doing,using from learning”;guide students form correct values.In this way,the formation and development of students’ subject core competencies can be promoted.The research is based on Krashen’s input theory,Bloom’s Cognitive Taxonomy theory,and constructivism theory,this study intends to explore the effectiveness of PBL in junior high school English reading by comparing students’ English reading achievements and stimulation of students’ interest in English reading.88 Grade Seven students from No.6 middle school in Gulang are subjects of the experiment.Tests,questionnaire and interview are used to explore two questions.Firstly,what effects does the application of Problem-based learning(PBL)have on junior high school students’ English reading achievements? Secondly,what effects does the application of Problem-based learning(PBL)have on junior high school students’ English disciplinary competency in English reading? This experiment lasted for one semester.During the experiment,in the experimental class,the PBL is used in English reading teaching.However,in the control class,the pre-reading,while-reading,post-reading model is used.At the end of the experiment,the SPSS 25.0 was used to analyze the data gained in the process of the experiment.The results of the research show that PBL can help students to overcome obstacles in problems,so that students’ English reading achievements can well be improved.Besides,PBL has a significant effect on reading comprehension problems,especially on the problems about main idea and the problems about inference.Meanwhile,students can analyze and solve problems,through individual experience and cooperative learning.So their disciplinary competency in English reading can be well improved.Firstly,in order to improve students’ English reading ability,teachers can apply PBL to English reading teaching.Directed by the problems,students think deeply,explore actively,and accomplish the well-prepared objectives step by step in a group work.Secondly,based on thematic context,the problems,from easy to difficult,should be designed elaborately.In this way,students’ disciplinary competency in English reading can be improved.Thirdly,in the process of implementing PBL,teachers need to create a real learning situation for students.Learning is carried in real situation,which is good for students to relate with their life practice.So students’ learning interest can be stimulated greatly. |
