A Study On The Application Of Multimodal Teaching To The Teaching Of English Reading In Junior Middle School

English reading teaching is an important part of English classroom,and the English reading score occupies a large proportion in the high school entrance examination.However,there are many problems in the current English teaching.The solidified traditional reading teaching makes students have a low interest,which makes it difficult to master good reading methods.Compulsory Education English Curriculum Standards(2011 edition)indicates that facing diversified teaching,teachers should make full use of the rich materials provided by textbooks,and strive to seek new teaching methods to enable students to master reading skills.With the deepening of English teaching reform and the rapid development of network technology,information communication has been transformed from a single mode to a multimodal expression.The majority of educators have also turned their attention to multimodality to adapt to the development of diversified communication.Multimodal teaching is a teaching method that applies symbolic modalities such as body language,pictures,and animation to teaching,which can provide students with sensory experience such as hearing,vision,and touch.With the advent of the "Internet +" era,technology and smart devices have laid a solid foundation for multimodal model to junior middle school English reading teaching.Based on it,this research,guided by the theory of multimodal discourse analysis and constructivist theory,explores the application of multimodal teaching in junior middle school English reading teaching.This research focuses on the following questions:(1)How is multi-modal mode effectively carried out in junior middle school English reading teaching?(2)What influences can junior middle school students have in mastering English reading skills and level in multi-modal reading teaching? This research selects 100 students from Class 185 and Class 186 of a middle school in Shuangfeng County as the research objects.Through a continuous semester of teaching experiments,and using the questionnaire,pretest and posttest and other research tools to assist the research,and then use spss20 for data analysis,based on these to compare different reading teaching methods and to analyze the teaching effect.The results show that:(1)Multimodal teaching can effectively improve students’ English reading learning;(2)Most of the modalities used in instructional design have indeed stimulated the reading interest of junior middle school students and improved their English reading ability;(3)Some students prefer traditional reading teaching methods rather than multimodal teaching methods,so it may be necessary to combine multimodal model with traditional methods for English reading teaching in junior middle school.The purpose of this study is to use multimodality to aid teaching and studying of English class in junior middle school,hoping to improve students’ reading interest and help students master reading skills;In the future reading teaching,consider the multimodal symbols and actively explore with peers,to explore the greater advantages;to build a real classroom,close to the target language.