Experimental Research On The Effectiveness Of Junior High School English Reading Teaching Based On The Interactive Teaching Mode

Reading is an indispensable part of English teaching and an important way for students to acquire new knowledge.Reading is supposed to be an interactive process,but the traditional grammar translation method still occupies a large proportion in junior high school English reading class.Students passively accept knowledge in this process,and their interest in reading is declining.To solve these problems,the interactive teaching mode with students as the main body and teachers as the leading comes into being.This paper discusses the concept of interaction,observes the current situation of English reading teaching in junior high school and explores how the mode of interactive teaching is applied in this teaching scenario.The sample of this study consists of 96 students in two classes,48 in the experimental class and 48 in the control class.An English teacher teaches these two classes at the same time,but with differed teaching methods.The former adopts the interactive teaching mode,while the latter adopts the traditional teaching mode.It aims to explore the following questions:(1)Is the Interactive Teaching Mode likely to arouse junior high school students’ English reading interest?(2)Is the Interactive Teaching Mode likely to promote the participation of students in junior high school in their classes?(3)Is the Interactive Teaching Mode likely to improve junior high school students’ academic achievement? This study uses methods from literature reading,questionnaire,interview,classroom observation to data analysis,conducting a three-month study in two parallel classes of grade two in one middle school in Yunnan Province.Based on the quantitative analysis of 96 questionnaire results,the data analysis of the test grades of the two classes,the classroom observation results and the after-class interviews,the following conclusions can be drawn:(1)Students in the experimental class have significantly increased their interest in reading.In the second questionnaire,it is found that the students in the experimental class realize the importance of English reading and like the classroom atmosphere of English reading,and the interview after class also illustrates this problem.(2)Compared with the control class,the class participation of the experimental class is significantly improved.In the classroom observation,the experimental class students take the initiative to communicate their views with their peers,share their problem-solving ideas,and actively answer questions;(3)The English reading performance of experimental class students is generally improved under the interactive teaching mode.The results show that the average score of the experimental class is significantly higher than that of the control class.Based on the research results,this paper draws the following conclusions and implications: students’ low interest in English reading is related to their lack of understanding of the importance of English reading and classroom teaching methods;Classroom participation is influenced by students’ background knowledge,life experience and learning interest.The reading scores of students have a stake in their learning interests,class participation,and academic foundation.Students should attach great importance to English reading and communication with teachers.For teachers,appropriate teaching strategies should be chosen to cultivate their enthusiasm for English reading and their attitude towards active participation in classroom activities.Only through the above methods can students establish their own academic foundation in English reading and achieve long-term development.