The Application Of Multimodal English Reading Teaching Approach In Junior High Schools In The Background Of "Internet +"

English reading is an important way of information input in English learning for students,and it also plays a vital part in both the senior high school entrance examination and the practical application.Therefore,the development of English reading skills is one of the most important teaching tasks in junior high schools.How to give good reading lessons,effectively cultivate students’ reading ability and thinking quality,and improve students’ subject core accomplishment,has become one of the important topics in the field of English teaching and research.However,during the daily classes,teachers prefer to choose the traditional teaching model and simply pay attention to the text itself,which leads to less impetus for reading.The de velopment of technology and Internet provides technical support for multimodal theory.Multimodal theory in education is the inevitable outcome of the social progress.With the proposal of multimodal theory in 1990 s,which was on the basis of system-functional linguistics and socio-semiotics proposed by Halliday and the multi-literacy which was proposed by New London Group in 1996,the research on multimodal reading teaching has gradually and deeply developed.Scholars in China has introduced the multimodal theory and done plenty of theoretical and practical research which was combined with the educational reality.The research shows that the combination of the multimodal theory and English reading teaching can improve the students’ interest in English reading to a certain extent,help broaden their horizon and improve their cultural accomplishment.However,for certain students,whether multimodal reading teaching can efficiently improve their reading and examination skills or not is still short of empirical research.The thesis,taking students in Grade three of junior high school from countryside as research subject and taking full advantage of the Internet resources,has a research on application and efficiency of multimodal reading teaching in the background of “Internet+”.The teaching experiment takes 82 students in Class 3 and Class 4 as research subject.Class3 is the experimental class in which the multi-modal teaching mode is applied and Class 4is the control class in which the traditional teaching mode is applied.I will have the data sorting and analysis which is based on the students’ psychology and process of reading learning before and after the experiment by different means such as surveys,interviews,tests,and SPSS.The research subject has a special mental state and learning set because of adolescence,and is influenced by family education background,living environment and other factors.The research focus of the thesis is whether the multi-mode teaching mode can be applied to these students and how it can impro ve their reading test scores and reading ability.The experimental results show that,for the research subject of the study,the implementation of multi-mode reading teaching can significantly improve students’ interest in reading and can improve students’ ability to grasp the whole article and their ability to understand details,but the short-term effect is not very obvious.For improving students’ ability to take the test,the results have been improved.The teaching mode and strategy should be adjusted in time according to the requirements of the experimental results and the characteristics of the research subject,and the multi-mode teaching mode should be combined with the traditional teaching mode.In the thesis I put forward reasonable and targeted suggestions from the following four aspects,the multi-mode discourse analysis of the text in lesson preparation;the use of multimedia courseware;the selection and organic combination of multi-mode teaching strategy in class;the rich form of after class homework,to realize resource optimization and improve students’ comprehensive ability.