A Study On Improving English Deep Reading Ability Of Junior Middle School Students Based On Class Dialogue

Reading teaching has always occupied a very important position in junior middle school English teaching。While stressing on the students’ mastery of basic language knowledge,deep reading also emphasizes the induction and integration of knowledge,pays attention to the cultivation of students’ high-level thinking and transfer ability,and promotes the improvement of students’ comprehensive language ability.However,as the present English reading teaching of junior middle school,the teacher-student dialogue in the classroom only happens when the teacher asks students questions.This kind of teaching mode,which is mainly based on the teachers explain and students listen to them.So the situation which is distort and lack of dialogue hinders junior middle school students’ English deep reading ability.Therefore,in this context,the author will carry out an classroom dialogue study on the cultivation of English deep reading ability of middle school students.In the research,the author will take deep learning and social constructivism as the theoretical basis,starting from the current situation and problems in the classroom dialogue of middle school English deep reading teaching,and finally put forward specific solutions,so as to improve the middle school students’ English deep reading ability,and provide some help and reference for the middle school English deep reading teaching.Based on the theory of deep learning and social constructivism,this paper conducts an action research on class 1 of Hangzhou C middle school by means of questionnaire survey,classroom observation,interview and tests.It will answer the following questions:(1)What is the current status of English deep reading ability of junior high school students?(2)Whether classroom dialogue can effectively improve junior middle school students’ English deep reading ability?(3)What are the dialogue strategies to improve junior middle school students’ English deep reading ability?Based on the summary of relevant literature and the analysis of the middle schools English deep reading teaching situation,the author puts forward the classroom dialogue strategies for the cultivation of English deep reading ability of middle school students.After three rounds of action research,the author collected and analyzed relevant data.The results show that classroom dialogue for English deep reading teaching can improve the junior middle school students’ English deep reading ability.Combined with the results of action research,the author puts forward the training strategies of classroom dialogue of middle school students’ English deep reading ability:Skillfully set questions,deeply inspire students to think;Create the language situation and the conversational atmosphere;Reconstruct the text,deeply develop the potential of students;Set up the mind map and diverge the students’ thinking;Cooperative learning leads to dialogue between students and students.It is hoped that through the research on the cultivation of junior middle school students’ deep reading ability,more educators will pay attention to classroom dialogue of English deep reading and apply it to the daily English classroom teaching to promote the improvement of students’ deep reading ability.