Interactive Mode Based College English Reading Teaching

At present, the importance of English reading teaching has been well known and great efforts have been made to enhance students' reading ability, however, the result of English reading teaching is not as satisfactory as we have expected.The poor reading ability of students forces educators to examine the problems in our English reading teaching. They have reached consensus that the traditional way of teaching, which is based on the bottom-up model is lack of effectiveness. In the traditional teaching method, students never actively participate in the reading process, and they are only the passive-listeners doing what the teachers want them to do by rote.Since the 1960s, schools of cognitive psychology flourished, which facilitates the formation of social constructivism. In social constructivism, the student-center is emphasized. The students construct their own conceptualizations and solutions to problems. Students learn best when they actively construct their own understanding. Under the guidance of social constructivism, in the aspect of EFL reading teaching, the interactive teaching mode is formed.The interactive teaching mode changed some viewpoints based on the traditional teaching method. In the new teaching mode, teacher becomes the organizer of the class, students actively participate into the teaching procedure and the interaction based on the student-center is carried out. In order to get the object of teaching, interactive teaching mode emphasizes the reasonable arrangement of activities such as the instruction, questioning, exchanging, discussing and concluding. The prominent characteristics of the interactive teaching mode are:the positive interdependence, individual accountability, inter-personal skills, face-to-face promotive interaction and processing.In this paper, the author makes an experiment in order to prove the effectiveness of interactive reading teaching mode in enhancing students'reading ability. Sixty students are divided into experiment group and control group at random. The EG is under the interactive reading teaching mode, and the CG is under the traditional teaching mode. After the one-term long experiment, the EG has a better performance of reading comprehension than the CG. The experiment is proved by the qualitative analysis and the quantitative analysis. The statistics of the experiment shows that the interactive reading mode is suitable for enhancing students'reading ability and it is an effective and practical teaching mode to the requirement of modern education. In the experiment, the author shows some specific steps of interaction and provides readers with the concrete assignment of activities from the aspects of pre-reading, while-reading and post reading. At the same time, the author calls for the changes of teacher's role in the new teaching mode and emphasizes the importance of the student-center. All the practical methods mentioned in this paper renovate the traditional teaching mode and cast a new light upon the English reading teaching. Although the experiment is just carried out within only sixty students, the effectiveness of this new reading teaching mode should be proved in the further study. For the limitation of the experimental time, only a few reading skills are mentioned. The author still hopes that this paper could facilitate the instruction of English reading and to some extent improve student's English reading ability.