An Empirical Study Of English Reading Teaching Method For Junior Students Based On Constructivism

Reading is a basic way for people to obtain information, communication or entertainment. Therefore, many scholars and teachers keep eyes on the challenge.During the author’s teaching and study experience, she finds out the score of reading part takes up a great proportion of English examination. Therefore, it’s a focus on how to improve students’ reading level for the teacher, meanwhile, in the process of development of students’ reading level, improving teaching method becomes more important. Traditional teaching method advocates teacher-center, students receive knowledge passively, the teachers paid more attention to the language points, vocabulary and grammars, they are good explainer and students are good receiver, the quiet atmosphere in English reading class is praised.The teaching method seriously restricts the exertion of the students’ initiation, the students’ reading ability can’t promote Therefore, it’s urgent for us to explore an efficient way to improve the teaching method.Aiming at the defects of the traditional teaching method, the author combined constructivism theory with the teaching method to put forward a new method--------autonomous-cooperative and intensive reading teaching method, which improve students’ reading level. Constructivism advocates student-centered learning under the guidance of the teacher and students are the cognitive subjects, at the same time, and it can’t ignore the guidance of the teacher and regards teachers as facilitators, constructors and mediators. Meanwhile, it places emphasis on the interaction between teachers and students. Therefore, the method from Constructivism perspective is a new teaching method, which reforms the traditional method effectively. It contributes to encourage students’ autonomous and cooperative learning, which gives full play to initiative for students, so the new method can improve the students’ reading ability.Based on the analysis of the theory, an experimental conducted to test the effectiveness of the new method further. The author took two classes respectively as control class and experimental class in one middle school of Lanzhou. In control class, the traditional method was adopted and class in one middle school of Lanzhou. In control class, the traditional method was adopted and the new method was adopted in experimental class. After one-term teaching experiment, the score of the experimental class was improved higher than that of control class. Moreover, the more important thing was that the students in experimental class began to use some reading skills to finish the reading materials. The results showed that autonomous-cooperative and intensive reading method was available and very necessary for the students and the teacher designed reasonably.