An Empirical Study On Interactive Teaching Model In English Reading Teaching In Junior School

English teaching in junior school has held the balance in the whole process of English teaching. To a great degree, language acquisition in junior school has also influenced the formation and development of students’ command of English. As an essential component, reading teaching has become the first priority. But there has been certain problems existing in these teaching conditions. How to improve students’ interests effectively so as to achieve high class efficiency has turned to be a key point in junior English reading teaching. As a creative one, interactive teaching model has been accepted in many aspects by academia. However, whether this model contributes to junior English reading teaching as well as whether it can be pervaded have still been worthy to be discussed.The dissertation has elaborated the background and mean of the research and analyzed the current research status at home and abroad, which has combined constructivism and humanism with interactive teaching model, by means of the definition of connotation, realistic construction as well as comparative analysis of similarities and differences, then designed experiments and devote all of these into analysis in order to make conclusions. After these procedures, I has concluded the misunderstanding parts of interactive teaching model applied in Junior English reading teaching and has developed the argumentation of solutions. Finally I have concluded the limitations and point out certain problems to be further investigated. The study has elected two parallel classes in a middle school in Harbin of Heilongjiang Province to be the objects of study, exploring the influence of interactive teaching model applied in Junior English reading teaching by means of empirical study, aims to examine whether it contributes to reading teaching and whether it can promote the students’ language acquisition.The result of study has proved that interactive teaching model has a great influence on English reading teaching in junior school, which contributes to improve the students’ reading interests together with the abilities of information integration, and also promote the efficiency of teaching. Although this study has some limitation, to some extent, these analysis and scientific approach about interactive teaching model have provided some positive evidence and reference for domestic study concerned about teaching model. Generally speaking, it has constructive significance on teaching studies.