A Study On Junior English Reading Teaching With Six-step Holistic Reading Method

The teaching of reading is one of the important parts of the teaching of English.For middle school students, they’ve already been entitled with the ability to readphrases and sentences. Nevertheless, it still remains the primary stage for them to readthe whole article, select the important information and cultivate the skills and abilities.Appropriate and suitable teaching of reading can not only enable students to masterthe language knowledge and acquire the information provided by the text materials,thus realizing the connotation of the article. More importantly, it’s a helpful way tocultivate students to take advantage of proper reading strategies and to grasp readingmethods and skills, helping them fund language learning ability systems of their owngradually.To some degree, there exist some merits and advantages in traditional teachingof reading; however, the pragmatic competence of students cannot be fully developedin the communication of language and pragmatics. Teachers who speak highly oftraditional teaching of reading are simply in pursuit of the teaching of language points,ignoring the teaching of language connotation. As a consequence, students are in thestate of accepting language where they are learning passively, which has been anobstacle of the development of students’ reading comprehension abilities.To improve the efficiency of the classroom reading teaching in middle school,experts and teachers from all sides have practiced every kind of pattern and method.Among all the patterns, the holistic reading teaching patterns has the widestspeculations. Teachers may have a brief knowledge of holistic reading teachingmethod more or less; nevertheless, to some extent, there remain puzzles on how todesign and how to carry out it.This essay，by using large quantities of literature reviews, has a thorough analysisand interpretation of reading patterns and the concept of holistic reading teaching; meanwhile, it has raveled out the relationship among schema theory, Gestalt theory,constructivism theory, text teaching concept and holistic reading teaching;furthermore, it has explored how to implement eiffcient holistic reading teaching byusing a large number of cases where we make experimental comparisons about theformer and latter performance of the experimental class with the self-invented six-step holistic reading teaching method. The experiment shows that by the six-stepholistic reading teaching means, not only has the class teaching efficiency improvedsignally, the reading abilities of students has also improved markedly; moreover,students has been equipped with independently inquiring learning abilities step bystep.This essay consists of six chapters. The introduction has an elaboration on theresearch background, including some misunderstandings of English reading teachingin middle school, the research theory and the practical significance. The secondchapter introduces some theories on reading teaching, including three reading patterns,the inner relationship between theoretical basis and holistic reading, and the studies ofthe holistic reading teaching from some researchers home and abroad. The thirdchapter presents the guiding ideology, strategies, procedures, and speciifc operatingsteps of the six-step holistic reading teaching method in detail. The iftfh chapteranalyzes the data. The sixth chapter is the conclusions, enlightenments andexpectations.Findings of this study demonstrate that the method of Six-step Holistic readingteaching is effective in English reading teaching in middle school and this readingteaching can help students improve their reading competence.