An Application Of PBL Mode To English Reading Teaching In Junior High School

English Curriculum Standards for Compulsory Education(2011)clearly stipulates that teachers should encourage students to discover the rules of language,master the knowledge and skills of language gradually,adjust their emotional attitude,form effective learning strategies and develop autonomous learning ability through experience,practice,participation,inquiry and cooperation.However,the traditional reading teaching mode is still centred on teachers,and students learn knowledge passively,resulting in students' poor autonomous reading ability.Therefore,in order to promote the development of reading teaching in junior high schools,a new reading teaching mode must be sought for.Problem-based learning mode is student-centred and problem-oriented.It focuses on raising questions,researching problems and solving problems to enhance students' problem consciousness and improve their ability to use knowledge and learn autonomously.In this research,problem-based teaching mode(PBL)is applied to English reading teaching in junior high school.Based on constructivism theory and the New Curriculum Standard,this research mainly studies the following three questions:(1)What are the students' attitudes towards PBL mode in the process of reading teaching in junior high school?(2)Can PBL mode cultivate the English autonomous reading ability of junior high school students?(3)Can PBL mode improve students' English reading scores?Two parallel classes from Tianshui Yifu middle school are selected as the research subjects randomly at first,then a pre-test is carried out in both experimental class(EC)and control class(CC).The results show that there is no significant difference in reading scores between the two classes before the experiment.In the experimental class,PBL reading teaching is adopted,while the control class adopts traditional reading teaching.The teaching experiment lasts for sixteen weeks.After the experiment,students from both EC and CC are tested,and students from EC are investigated and interviewed.Then the experimental data are collected and analyzed.Qualitative and quantitative analysis isadopted in this research.The results show that students have a positive attitude towards PBL mode and they can be actively involved in every link of PBL mode.Moreover,PBL mode can cultivate students' autonomous reading ability and improve students' reading scores.Hope this research can inspire and help teachers and relevant researchers engaged in junior middle school English teaching.However,in this teaching experiment,due to the short experimental period and small experimental sample,there are still some shortcomings in the implementation process,which is required to be improved.