Research On The Introduction Of Critical Reading Into English Reading Teaching In Junior Middle School

In junior high school English learning,reading is an indispensable skill in listening,speaking,reading,writing and viewing.Therefore,teachers should focus on improving students' reading ability and reading skills.At present,China's society is in a critical period of reform and development.To cultivate students' critical thinking is very important to cultivate talents' creativity.However,due to the influence of exam-oriented education,parents' ideas and other factors,the traditional junior middle school English reading teaching focuses more on the cultivation of students' language skills and the acquisition of key information in articles,ignoring students' critical reading ability.The traditional mode of knowledge explanation and information acquisition is still the main part.The teaching activities are gradually modeled and mediocre,and students' critical reading ability is neglected.Only the receivers of information can not get the ability training at the real open and deep thinking level in the classroom.In recent years,critical reading has been the focus of a large number of critical educators.A large number of researchers have explored and discussed reading theories and teaching models from the perspectives of psychology,pedagogy,linguistics and psycholinguistics in order to help English teachers improve their teaching ability and learners' comprehensive learning ability.Most of the studies on critical reading have confirmed the advantages that critical reading can bring to improving English reading learning and English teaching.However,there is little guidance on the implementation of critical reading in specific classroom teaching,such as ways,methods and strategies.This paper first discusses the necessity of cultivating students' critical thinking ability in English reading teaching in junior high schools.Secondly,the present situation of English reading teaching in junior high schools is discussed and analyzed through surveys.This study takes four English teachers and 138 junior high school students in L Middle School of Wuhan as the research objects.The research results are obtained through three research tools:questionnaire survey,interview and classroom observation.According to the data,SPSS 20.0 software is used for data analysis.The results of the data analysis are as follows:Firstly,in the process of reading,although students have a certain understanding of the importance of reading,they are still in a state of mastering language knowledge points and passively coping with exams.Students have not developed the habit of critical reading at all,and lack of knowledge and understanding of how to read and reading strategies.Secondly,in the process of teaching,most teachers understand the concept of critical reading,but they hardly use critical reading or critical reading strategies in classroom teaching.In view of the research results,this paper also explores the possible reasons:the lack of awareness of training reading ability among teachers,and scoring evaluation occupies an absolute position in teaching.Finally,after understanding the current situation and reasons of critical English reading in junior high school,the author deeply discusses the strategies,methods and processes of critical reading.Guided by the concept of critical reading,the author designs the text "Rethink,Reuse,Recycle" in Unit 13 of Grade 9 of PEP.Based on the above findings and the analysis of the reasons,this paper puts forward the following suggestions for the cultivation of critical reading in English teaching:first,to pay attention to the development of students' personality;second,to pay attention to hierarchical questioning;third,to get out of the blind negative misunderstanding;fourth,to avoid interference by articles;fifth,to encourage students to challenge themselves.Although there are some limitations in this study,through this survey,the author has made a modest contribution to the teaching of English reading in junior high schools under the guidance of critical ideas,made some supplements to the relevant theories,and provided some suggestions for the teaching of English critical reading in junior high schools.