An Application Of Task-based Approach In Junior High School English Reading Under The Background Of Multimedia Network

Reading is one of the important sources of English language input and plays a very important role in English learning.It is a form of testing students’ comprehensive language proficiency.Through reading,students’ basic knowledge,logical ability,and thinking mode can be tested.Therefore,improving students’ English reading ability has become one of the most important teaching goals.However,currently,the teaching of English reading in secondary schools is mostly based on teacher leading model,with some teachers still using traditional translation methods.Teacher explanations occupy a large amount of time,which to some extent affects students’ interest in reading and also restricts their reading ability.Under the impetus of the new round of basic education curriculum reform,the concept of student centered education has received high attention from the educational community.The "New English Curriculum Standards for General High Schools(2017 Edition)" proposes to change poor,inefficient,mechanical,and indoctrinated education and improve existing teaching methods.Teaching activities should be student-centered and teacher led.Teachers should actively guide students to actively construct knowledge systems and enhance their sense of self-efficacy.The specific method is to replace traditional indoctrination teaching with task based teaching,allowing students to complete the set learning tasks through active thinking,exploration,communication,and cooperation,and ultimately achieve the improvement of comprehensive language use ability.Task based reading teaching in the context of multimedia networks is proposed based on constructivist theory and input output hypothesis theory.Constructivist theory holds that the acquisition of knowledge is not actively transmitted by teachers,but rather acquired by learners with the help of teachers,utilizing rich learning resources,in the process of meaning construction.Teachers and peers are only those who assist learners in meaning construction.Based on the analysis of the above theories,the author believes that in contemporary high school English reading classrooms,multimedia networks are not only an effective classroom teaching method,but also an important cognitive tool for learners.Multimedia networks integrate teaching activities with functions such as text,sound,images,animations,and videos,providing students with multi sensory learning stimuli,mobilizing their learning enthusiasm and initiative,and enabling them to construct knowledge independently in a good language environment.The Input Hypothesis theory suggests that foreign language teaching should provide learners with valuable input materials and a relatively real language input environment,and foreign language learning without the language environment is ineffective.Based on this,the author believes that multimedia networks can gather rich input resources,create real language contexts,and provide students with good foreign language learning conditions.The output hypothesis theory suggests that language input only stays at the level of language understanding and does not incorporate it into its own language structure.Only by providing certain output can second language learners understand the rules of language use and better promote the development of second language learners’ language expression abilities.Therefore,the author believes that in modern middle school English teaching,multimedia networks should be effectively combined with task-based teaching methods.Learners can achieve language output by completing each task set by the teacher,and truly incorporate the learned knowledge into their cognitive structure.Based on the above theory,this study will explore the effectiveness of task-based teaching method in English reading teaching in the context of multimedia networks.The purpose of the study is to answer three questions:(1)How should the optional teaching method be applied to the teaching of English reading in junior high schools in the context of multimedia and web-based learning?(2)How effective is the application of task based teaching method in reading under the background of multimedia and network? Can it be recognized by students? Can students improve their reading performance? The author conducted an experiment with two classes in Grade 8of a junior high school in Hailar(each class has 40 students and is taught by the same English teacher).Among them,Class 3 in Year 8 is the experimental class,using multimedia network assisted task based teaching method,and Class 4 in Grade 8 is the control class.Using traditional teaching methods,the author conducted a teaching practice in both classes for three months at the same time.By using tools such as pre and post test questionnaires,pre and post test interview outlines,and pre and post test reading test papers to collect data,this paper examines the effectiveness of task-based teaching in junior high school English reading teaching in the context of multimedia networks.Research has shown that the task-based teaching method in the context of multimedia and network has improved students’ attitudes towards English reading learning to a certain extent,mobilized their enthusiasm for reading learning,and improved their reading performance to a certain extent.However,using multimedia networks in task based reading teaching also has its drawbacks,such as increasing the amount of teacher preparation and consuming a certain amount of classroom time.Therefore,the author believes that in order to fully utilize the value of multimedia networks,teachers need to strengthen the learning of relevant professional knowledge,improve their professional literacy,and use modern auxiliary teaching methods such as multimedia networks to assist middle school students in reading and learning.Although some achievements have been achieved in this study,there are still many shortcomings due to factors such as time and personal ability.For example,the duration of this study is only three months,and the long-term effects of the experimental results need to be further explored;The research object selected for this study is only 80 people,and the research results cannot represent the overall level of middle school students.These issues still need to be considered.