On The Design Of English Reading Teaching Activities In Junior Middle School Under The Interactive Teaching Mode

Reading class is an important content of junior middle school English classroom teaching.Under the requirements of the general direction of quality education and the environment of new curriculum standard,reading class can no longer be confined to the study of textbook knowledge.Compared with the traditional reading classroom,it plays an important role to apply the Interactive Teaching Mode into English reading teaching in junior middle school.For example,it can promote students'enthusiasm for reading learning and training compound applied talents.Therefore,the new reading teaching mode has been favored by many teachersBased on the theory of interactive communication and the ternary interactive determinism of Bandura,as well as the psychological characteristics of junior high school students and the present situation of English teaching,the present study selectes 500 students and 6 teachers from a school in Changsha as subjects to investigate the current situation of English reading classes under the interactive teaching model in junior high schools.The survey focuses on teachers' grasp of the subject,purpose,content,method,evaluation of interactive teaching activities,and students' motivation for participation,and self-esteem and self-confidence.The purpose of the survey is to explore the problems existing in current English reading teaching and the factors influencing effective interaction in junior high school reading,from the perspectives of teachers and students.The research finds that the teacher-level problems are the purpose of interaction is not clear and they fall into scattered interaction;students' individual differences are neglected and they fall into biased interaction;the design of interactive content is unreasonable and they fall into phenotypic interaction;the form of interaction is single and they fall into one-way interaction;classroom evaluation is not timely and they fall into non-feedback interaction;for students' aspect,problems are students' unreasonable motivation for participation and self-susceptibility to external interference.According to the problems of the interactive teaching mode and the factors affecting the effective interaction of reading class,the teaching activities of the pre-reading stage,the reading stage and the post-reading stage are designed from the perspectives of teachers and students,combining with the new target of the People's Education Press(PEP)English textbook of Grade 9.This study adopts the method of qualitative research and quantitative research,using questionnaire survey,interview and other investigation tools to collect data,at the same time,it also carries on the classroom observation and the case analysis.It designs reading teaching by how to use the interactive teaching mode more effectively in junior high school.The results show that there are minefields in English reading teaching such as one-way interaction,biased interaction,phenotypic interaction,scattered interaction and non-feedback interaction in the application of interactive teaching model in junior high school.Also,they are important factors,which are teachers' grasp of the subject,purpose,content,method,evaluation of interactive teaching activities,as well as students' motivation for participation and self-esteem and self-confidence,affecting effective interaction in junior high school English reading teaching.It also indicates that teachers should carry out the design of teaching activities before,during and after reading from three stages,which are stimulating,guiding and creating.Reading teaching should focus on the main body,purpose,content,mode and evaluation mechanism of the interactive activities,which should be taken as the focus of the teachers and students.And it should pay attention to students' motivation and emotion to participate.