A Case Study On The Reading Instruction Design Ability Of Novice Junior High School English Teacher

Compulsory Education English Curriculum Standards(2022 Edition)(hereinafter referred to as Curriculum Standards)regards cultivating students’ language ability,learning ability,thinking quality and cultural awareness as the goals of English subjects,and English reading plays a key role in improving the core competence of junior high school students.That’s why the Curriculum Standards put forward relevant requirements and suggestions on reading teaching.As the basis of reading teaching,its instruction design plays an important role in the whole teaching process.And teachers’ ability of instructional design,as a guarantee of reading teaching,has attracted researcher’s attention.Nowadays,novice teachers have become a new force in English education in our country and have a great impact on English education.Therefore,theirs ability of reading instruction design affects the quality of reading teaching,and the quality of it further affects the depth and breadth of students’ English learning.Based on the “Curriculum Standards” and research results which related to English reading instruction design,the study is going to explore the status quo of junior high school English novice teachers’ ability of reading instruction design,which aims to help them grow rapidly,optimize their reading instruction design,and take this as a breakthrough to improve the effectiveness of English reading teaching eventually,which in turn is conducive to cultivating students’ core competence in English subjects.Firstly,this study made the literature review to sort out the requirements of the Curriculum Standards for teaching reading,and the related research results of teaching English reading design as the basis for the analysis of the status quo of the study.Next,the text of reading instruction design of six research objects were collected to be analyzed in detail by using text analysis method.Finally,interviews and classroom observations are used to make up for the limitations of text analysis.Based on the above investigation methods,the following findings were obtained:On the one hand,the student-centered humanistic learning concept,which is the key in reading instruction design,is basically adhered to by junior high school English novice teachers and it is reflected in the follow-up dimensions of knowledge and ability.On the other hand,the status quo of dimensions of ability,which presented from the good side and the bad side,is as follows:The advantages include:(1)The design of teaching media is based on students and reading tasks,and is contemporary;(2)The distribution of the teaching organization is reasonable;(3)The design of teaching reading activities follows procedures and hierarchy,orients the Curriculum Standards and keeps in line with consistency of objectives;(4)The evaluation of teaching reading is basically oriented to the objectives.The disadvantages include:(1)The analysis of students lacks pertinence and balance;(2)The proportions of what,why,and how in the analysis of reading content are unbalanced;(3)The design of teaching reading objectives is short of hierarchy and measurability;(4)The design of teaching reading objectives emphasizes language ability and cultural awareness,while ignoring thinking quality and learning ability;(5)The frequency of group activities and peer activities in the form of teaching organization is low;(6)The evaluation of teaching reading form is unbalanced and the teacher’s reflection execution is weak;(7)The implementation influences the cultivation of students’ thinking quality and learning ability.The results show that there are different degrees of problems in the teachers themselves,the school and the training mechanism,which lead to the lack of training in teaching reading design,the lack of solid theoretical knowledge of teaching reading,the lack of depth of understanding of the Curriculum Standards,and the strong dependence on teaching resources.These four aspects also become the main factors limiting the development of teachers’ teaching reading design ability.So,based on this,the study puts forward targeted suggestions from three aspects which include teachers themselves,schools and training mechanism.