| The junior English curriculum has the dual task of being instrumental and humanistic,and teachers need to develop students’ English language skills as well as their humanistic literacy.In the teaching of English reading,teachers use the problem chain reading teaching model to set up a holistic,hierarchical,logical and systematic "problem chain" to help students master the knowledge of the discourse in various aspects and promote the development of students’ reading ability and logical thinking,which fully reflects the instrumental and humanistic nature of the English curriculum.Therefore,it is necessary to use the problem chain teaching mode in English reading teaching.This study is based on Bloom’s cognitive goal classification theory and problem-based teaching theory.Two classes of Grade 8 students from J Middle School in Kokodara City,with a total of 85 students,including 42 students in the experimental class and 43 students in the control class,were used as the subjects of the study,and the experiment lasted for about four months.This study focuses on the feasibility of the problem chain teaching model for English reading in junior high school through experimental,testing,questionnaire and interview methods in order to investigate what effect the teaching model has on the subjects’ reading ability and interest in reading.The following three research questions were asked in this study:(1)What is the effect of the problem chain teaching model on the subjects’ ability to extract discourse information? This includes the ability to extract key words and the ability to extract topic sentences.(2)What is the effect of the problem chain model on the subjects’ logical thinking ability? This includes the ability to make inferences and judgments and the ability to extract the main idea of a discourse.(3)What is the effect of the problem chain model on the subjects’ interest in reading?Firstly,the study analysed the impact on the subjects’ reading ability through the results of the pre-test and post-test.In the comparative analysis of the data,it was found that the students in the experimental class had significantly improved their extraction and logical thinking skills after the problem chain reading instruction.Second,the changes in the subjects’ reading interest were analysed through the pre-test and post-test of the questionnaire.The comparative analysis of the data revealed that the students in the experimental class showed a significant increase in their reading interest after the problem chain reading teaching.Finally,interviews were conducted to further understand the students’ views on the problem chain teaching,which they found helpful for learning English reading.The implications of this study for English reading teaching in junior high school are: 1.In problem chain teaching,the design of the problem is the most crucial and concerns the effectiveness of problem chain teaching,while posing greater challenges and demands to teachers.2.Teaching should pay attention to the adjustment and innovation of the teaching mode of problem chains,enrich students’ classroom experience and cultivate their interest in reading.3.Teaching should pay attention to the diversification of concept maps to bring into play students’ creativity and logical thinking ability.Although there are some shortcomings in this study,I hope that this study can provide some reference for the teaching of English reading in junior high school. |
