A Study Of The Effectiveness Of Problem-Based Multi-Interactive Teaching Of College English Reading

College English teaching has always been a common concern,furthermore,English learning and communication has become a global trend.As an important part of English language teaching,reading teaching can cultivate students' language expression on the one hand.On the other hand,it can enrich students' knowledge system,so there is no substitute for the importance of reading in English teaching.In order to enable students to master and give full play to the advantages of English,college English teachers have been constantly exploring ways and strategies to meet the needs of college students' English learning.On the basis of students' prior knowledge and cognition,teachers can guide students to achieve the ultimate goal of using knowledge to actively construct language information through contextual problems,cooperative learning and exploration,so as to stimulate students' positive thinking utterly.Through literature reading and English teaching in the class of 50pre-school education students of year 2017 in Wenzhou University,the author found that there existed the following problems in students' English reading: 1.Students' learning motivation in English reading is not clear.2.Students fail to make use of learning strategies in English reading.3.There are great limitations in students' mastery and application of knowledge and skills.How to help students improve their interest in learning,to use learning strategies properly and to improve their English reading ability in the classroom with limited time is the purpose of this study.Based on the theory of interaction,learning motivation and constructivism,the author proposes the Model of Problem-Based and Multi-Interactive Teaching of college English reading(the PBMI teaching model)with problem exploration as the core.The teaching model has four progressive stages,namely scenario and problem introduction,interactive generation,internalization and knowledge utilization.Scenario and question introduction refers to encouraging students to use context as the basis to stimulate their learning motivation and problem thinking and solving,moreover it can connect the prior knowledge in the students' mind with the new knowledge;Interactive generation refers to peer learning,participation in discussion,interactive adjustment and meaningful negotiation,as well as the interaction between students' mind and learning resources for testing whether learners master knowledge through feedback;The internalization means to process and internalize new knowledge into students' knowledge system with their cognition andprior knowledge,so as to form a new knowledge framework ultimately;The use of knowledge refers to allowing students to learn how to output and apply knowledge correctly on the basis of knowledge acquisition.Through implementation of these four stages in college English reading class,we are likely to promote the following four processes including English learning motivation,knowledge acquisition,application and feedback of information.In order to test the validity of the PBMI teaching model,the author applied the model in the English reading class of 50 pre-school education students of year 2017 in Wenzhou University,and collected data with the research methods of portfolio,testing,questionnaire survey and experimental teaching.By using SPSS20.0 software to analyze the data,the author obtained the findings as follows:(1)The PBMI teaching model can arouse students' interest in learning;(2)The PBMI teaching model can enhance students' ability to use reading learning strategies;(3)The PBMI teaching model can improve students' English reading ability.The findings above indicate the PBMI teaching model not only has a significant effect on enhancing students' learning motivation,the ability to use reading strategies and English reading competence,but also has reference for college English reading teaching.Due to the limitedattention,there are some limitations in the study,such as small experimental samples,lack of experimental control classes,and short experimental time,which will be further explored in depth in the follow-up research.The author will conduct an experimental research lasting for at least one year in two classes with comparable grades and performance,and extend the study in another two classes to continue the experiment,so as to make the results more convincing.