A Survey On The Design And Implementation Of Post-reading Activities In English Reading Teaching In Junior High School

English reading teaching in junior high school is a core part of English teaching and it plays an important role in cultivating students’ ability to acquire and process information.At present,many teachers adopt the reading teaching mode of pre-reading,while-reading and post-reading in their reading teaching practice.However,in the actual reading class,teachers pay more attention to the pre-reading and while-reading activities,and the post-reading stage is often a mere formality.The post-reading activity aims to build a platform for students to understand the text in depth,further consolidate language knowledge and expand their thinking and finally achieve the goal of creatively outputting the language.Thus,it can be seen that post-reading activities have an extremely important function.Therefore,in order to fully understand and analyze the current situation of English teachers’ post-reading activity teaching in junior middle schools,the author makes this research.The main research issues guiding this study were as follows:(1)How do the junior high school English teachers understand the post-reading activities in English reading teaching?(2)What is the current situation of designing post-reading activities in junior high school?(3)What is the current situation of implementing post-reading activities in junior high school?In order to solve the current research problems,this thesis conducted a questionnaire survey on fifty English teachers in five different types of junior middle schools.From the four aspects of teachers’ understanding of post-reading activities,the design basis of post-reading activities,the understanding of design and implementation,and teachers’ reflection and development,the author analyzed the junior middle school English teachers’ understanding of post-reading activities;secondly,the author collected fifteen instructional cases,including 120post-reading activities,which were mainly used to understand how English teachers design post-reading activities according to certain principles;finally,with the help of classroom observation,the author studied the six reading classes in order to find out the specific implementation of post-reading activities in the class.Based on the questionnaire survey,the author have found the result as follows:(1)the understanding and awareness of post-reading activities need to be further improved;(2)when designing post-reading activities,junior middle school English teachers did not integrate curriculum standards and learning situation into their teaching;(3)the types of post-reading activities are single and the teaching design lacks diversity and creative consciousness;(4)the output activities do not match with students’ cognitive characteristics and actual language level;(5)the activity design cannot be close to students’ life and the authenticity and interest need to be improved;(6)post-reading activities are not limited to classroom teaching,and some activities extend beyond the class;(7)teachers do not have a strong sense of reflection for post-reading,but they are willing to raise awareness of post-reading activities in some ways.In the light of instructional design,the author sorted out and analyzed the 120post-reading activities according to the design principles of post-reading activities(subject relevance,topic expansion,subjectivity,type diversity,authenticity,and emphasis on thinking).The results showed that:(1)junior middle school English teachers have a theme-related awareness and 71% of post-reading activities are closely related to the topic of the reading text;(2)English teachers can take into account the use of topic expansion and the task’s operability.63% of the post-reading activities embody the principle of topic expansion,and 57% of the activities follow the principle of subjectivity;(3)the output type of post-reading activities with diversified design types only accounts for 43%;(4)junior middle school English teachers do not often consider the creation of real language situation,and they do not timely help students to explore the connotation of the article and expand their thinking.While the authentic and thinking-oriented post-reading activities account for 40% and 37%respectively.On the basis of classroom observations,the author found that English teachers in junior middle schools can adopt appropriate teaching strategies to carry out their own teaching activities in the post-reading stage,and the teaching instructions are clear.However,in the process of implementation,the following problems still exist:(1)post-reading activities lack a reasonable presupposition on the students’ level,resulting in individual tasks not being carried out smoothly according to the presupposition;(2)some activities,due to openness,lead to unsatisfactory language output;(3)teachers have insufficient control ability in implementation and even some activities are mere formality;(4)post-reading language output activities lack the necessary and reasonable language scaffold;(5)teachers’ language evaluation is not in place and fails to further stimulate students to learn from the language knowledge they have learned.Based on the above analysis of the teaching activities of junior high school English reading class,the author has drawn some educational inspirations and teaching suggestions,which are expected to be improved in the future practice of English reading teaching.