Case Study On Teaching Strategies In English Reading Classroom For Junior Middle School

Reading is an important way to learn English.Improving the level of reading teaching and paying attention to the cultivation of students' reading ability are not only the needs of language learning,but also the needs of social development.The Compulsory English Curriculum Standards proposes that the basic purpose of English reading teaching in middle schools is to develop students' ability to read independently and teach students basic English reading methods and skills.During the reform of reading teaching,some teachers changed their original reading teaching strategies according to relevant requirements,and paid more attention to cultivating students' reading ability in teaching.However,some teachers are still using the traditional teaching strategies of lexical grammar explanation and translation.In search of better ways of teaching for reading,this thesis focuses on the impact of teachers using different reading teaching strategies on their students' reading comprehension ability.Under the guidance of the post-method teaching theory,this study has adopted a qualitative method of case study to probe into two English teachers' reading classroom by observing their individual teaching strategies in Anshun No.5 Junior Middle School.Apart from classroom observation instruments of questionnaire and interview were used for more evidence so as to further explanation and justification of the teaching strategies that could or could not promote thedevelopment of English reading ability and the other core competency that junior high school students really need to have.The main findings of this study are as follows:(1)The two English teachers adopted different teaching strategies in reading teaching.Miss Wang adopted the traditional English reading teaching strategy.Miss Lou used the English reading teaching strategy advocated by the new curriculum standard,and divided the teaching process into three parts:pre-reading,reading and post-reading.(2)The reading teaching strategies used by the two teachers had,in general,more or less the same effects on the students' reading comprehension,because their strategies helped students learn language points and improve reading comprehension in some aspects.However,the two teachers' teaching concept was different,which resulted in using different strategies: the strategy of grammar translation;the other,based on top-down model and schema in reading,achieved better effects on the students' active engagement in reading process,instead of their passively listening to the teacher's explanation and translation for comprehension.(3)The teaching strategies adopted by two teachers in reading teaching had problems,and their teaching concept influenced the choice of teaching strategies.The findings have brought some implications: Firstly,teachers should update their teaching concepts and teaching methods in a timely manner to cultivate students' comprehensive ability as a teaching goal.Secondly,teachers should focus on cultivating students' cultural awareness.Thirdly,teachers should predict and diagnose the difficulty of learning of reading according to the level of students,and design corresponding guiding strategies.