| Reading is an important way for us to acquire knowledge and understand the world.Study,work and life are inseparable from reading.In a limited time,how to read quickly and effectively? We should cultivate good reading habits and have correct reading strategies under the guidance of an efficient reading model.However,there are still many problems in today’s reading teaching,especially in English reading teaching: under the influence of examination oriented education,some teachers still adopt the traditional translation teaching method,which makes the class boring and dull,and kills the students’ interests in reading;in order to pursue the rate of enrollment,they ask the students to do a lot of exercises,and then correct the answers,which constrains the students’ reading thinking and limits the development of their reading ability.Based on this,the research mainly explores the following three problems: 1.What is the current situation of students’ reading in junior high school? 2.Can the interactive reading model improve the English reading grades of the students in junior high school? 3.How do students evaluate the interactive reading model? The whole research lasted for 16 weeks.The students in Grade Three from Tai’an Experimental Junior High School in Shandong Province were chosen as the subjects.The author made an experimental comparative study between the traditional reading model and interactive reading model.Class 11 Grade Three was selected as the control class,which was guided by the traditional reading teaching model.Class 12 was selected as the experimental class,which was taught by the interactive reading teaching model,in order to discuss the practical effects of the interactive reading model in junior high school.The experimental tools of this research included questionnaire,interview,pre and post reading test,SPSS21.0 statistical software.Before the experiment,questionnaires were given to 87 students from the control class and the experimental class.Also,9 English teachers of different teaching ages and 26 students from 13 classes in Grade Two were interviewed,in order to understand the current English reading situation before the experiment;Before and after the experiment,the students were tested in English reading.All the test data were analyzed quantitatively by SPSS21.0,in order to find out whether English reading grades were affected by the two teaching models.First of all,the data from the two reading tests were tested byindependent sample T test.The result of the pre-test comparison showed there was no difference,but the result of the post test comparison showed there were significant differences.Moreover,the data from two classes’ reading scores were tested by the paired sample t-test respectively,the result showed there was no significant difference between two final grades of the control class,but the experimental class had a significant difference.After the experiment,a questionnaire was given to the experimental class,and 8 students were interviewed according to their scores,in order to find out the students’ attitude towards the interactive reading teaching model after the experiment.The results show that the interactive reading model can stimulate students’ interests in reading,cultivate students’ good reading habits,improve their reading skills and their reading scores.Based on the results of the interactive reading model,this study is supported by schema theory and constructivism theory,improves the theory of interactive reading model.Also,it expands the application of interactive teaching method in English reading teaching,and provides a better empirical cases for English teachers in junior high school. |
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