A Study On The Application Of Project-based Learning In The Teaching Of English Reading In Junior High School From The Perspective Of Core Competency

Reading is an important method of learning English,and English reading teaching is an important aspect of English education.The current direction of educational reform focuses on the all-round development of students,of which the development of students’ English Core Competence is the most important part.It comprises linguistic competence,learning ability,cultural awareness,and thinking quality.Therefore,it is urgent to provide effective teaching methods for teaching English reading comprehension at present junior high schools and to encourage students to develop their core competencies in English learning.Currently,PBL method has attracted the attention of more and more scholars and educators,and is increasingly being used in classroom instruction across other subjects.In this study,the researcher applies multiple intelligence theory,constructivism theory and pragmatic theory as support.The research design of project teaching is guided by the five elements of project-based learning method: content,activity,situation,product and evaluation,and then the researcher investigates the effectiveness of the PBL method through tests,questionnaires and the interview.This paper focuses on the effects of the PBL method on the teaching of English reading in junior high schools and poses two research questions:（1）What effects does project-based learning method have on students’ autonomous reading ability based on Core Competency?（2）What effects does project-based learning method have on students’ reading performance based on Core Competency?The subjects of this study were 108 eighth-grade students from two parallel classes in Shenyang’s junior high school.Class 14 is the experimental class that employed the PBL method,while class 15 is the control group that was taught by using the traditional grammar translation method.Previously,questionnaires and tests were presented to two classes to assess their autonomous reading ability and their reading performance.After the experiment,the researcher administered questionnaires and tests on the students in both classes and conducted the interview with the experimental class.Finally,SPSS 26.0 was used to gather and analyze the data.The data analysis results indicate that the students in the experimental class have better reading performance,and the results of the questionnaires and the interview also review that the students’ English autonomous reading ability in the experimental class has been considerably enhanced in comparison to the control class.