An Experimental Study On The Problem-based Learning Method In English Reading Teaching Of Junior Middle School

Reading is an important basic skill in English learning,and it is also the basis and prerequisite for the development of other abilities.Improving reading ability is an effective means of cultivating students’ comprehensive abilities.In the current English teaching,reading teaching is still based on language knowledge to a large extent.Some teachers do not pay enough attention to the cultivation of students’ reading ability,and students are often in a passive position in teaching.The PBL teaching method in this research has changed the traditional teaching method such as grammar-translation method,further clarified the main status of the students,can improve the students’ comprehensive ability of language use and at the same time provide new ideas for the teaching reform of junior middle school English teachers.Based on constructivism theory,multiple intelligence theory and cooperative learning theory,this study conducted experiment on 98 students from two classes in Grade Two of junior middle school in Shihezi.There were 49 students in both the experimental class and the control class,among which Class8 was the experimental class and Class6 was the control class.Based on the experimental method,the test method and the questionnaire method,the study explored the feasibility and validity of PBL teaching method in junior middle school English reading teaching,so as to explore the effect of the teaching method on the subjects’ English reading scores,reading comprehension and creative thinking ability.This study mainly explores the following three questions :(1)What is the effect of PBL teaching method on the subjects’ English reading scores?(2)What is the effect of PBL teaching method on the reading comprehension ability of the subjects?(3)What is the effect of PBL teaching method on the creative thinking ability of the subjects?By the analysis of the research data,it can be found that: First,the PBL teaching method improved the subjects’ English reading scores.There were significant differences between the test scores of the experimental class before and after reading and the between the experimental class and the control class.Second,the PBL teaching method improved the reading comprehension ability of the subjects.The results showed that the ability of induction and summary,the ability of guessing new words,the ability of comprehensive inference and the ability of extracting details were significantly improved.Third,the PBL teaching method enhanced the subjects’ creative thinking ability.After carrying out the experiment,the creative thinking ability of the subjects in the experimental class was improved on the whole,and the ability of word association,problem raising and problem solving were improved significantly.This research brings the following three enlightenment to junior middle school English reading teaching: First,in the PBL teaching method,the teaching process should pay more attention to the relationship between students and teachers,and teachers should create a positive learning atmosphere.Second,teachers should master the basic steps of PBL teaching method and set up unstructured and open problems.A good problem can stimulate students’ learning motivation,promote students to extract knowledge effectively,and encourage students to explore and learn better.Thirdly,PBL teaching method takes students as the main body,so it also puts forward higher requirements for students.Students need to reflect on the thinking process and results of themselves and others.