Research On The Teaching Design Of English Reading In Junior Middle Schools Based On The Theory Of Multiple Intelligence

Reading is an important input way to understand and absorb cultural information,which is very important in English learning.Junior middle school is the key period to cultivate students’ thinking ability and language expression,and also an important stage to improve their English learning ability.Therefore,for the design of junior middle school English reading teaching,teachers should not only lay emphasis on the explanation of words,phrases and sentence patterns,but also focus on the macroscopic processing of reading materials.Teachers should pay more attention to strengthen students’ appreciation,experience and perception of reading texts,to enhance the sublimation of article emotion,and to improve students’ reading quality and comprehensive ability.Supported by Multiple Intelligences(MI)theory,firstly,the literature review about domestic and abroad studies on the MI theory was conducted.Based on the views of scholars,the concept of instructional design was defined from different aspects.Secondly,the questionnaire was used to investigate 430 students in three grades in three junior middle schools in Wanzhou,Chongqing.SPSS23.0 statistical software was used to analyze the data of teachers’ English reading instructional design and students’ expectations of teachers’ reading instructional design in junior middle school.Finally,6junior middle school English teachers were interviewed,to further explore the specific methods of enriching English reading teaching design,improving the efficiency of students’ English reading,and promoting the development of students’ multiple intelligence.Research findings are as follows:(1)Most teachers seldom use the MI theory in English reading teaching.Students have positive and high expectations for teachers to use the MI theory in reading teaching design,which indicates that there is a huge difference between reality and students’ expectations.(2)In terms of English reading instructional design,teachers’ practices and students’ expectations of teachers’ instructional design do not differ significantly by gender,but by different grades.(3)Junior middle school English teachers focus on cultivating students’ reading literacy and improving their reading ability when designing reading teaching.However,in specific teaching practice,reading instructional design will be restricted by the individual differences between students and the social environment.Through attribution analysis,it concludes that there are three problems existing in English reading teaching design: single reading teaching modes,inadequate reading skills,low interests in reading.Therefore,it is concluded that the main factors are: student,family,teacher,school and social factors.First,students have gender differences and lack of interests in reading.Second,as far as family is concerned,reading resources are limited and parents do not put emphasis on reading.Third,as for teachers,the traditional concept is deeply rooted,and they frequently ignore the requirements of curriculum standards in teaching design.Fourth,the school does not guarantee the quality and quantity of students’ reading materials,resulted in lacking of academic campus atmosphere.Fifth,for social factors,the development of education in the central and western regions is relatively backward,and the society should vigorously promote reading nationwide.On the basis of student analysis and teaching materials analysis,teachers should keep to the four implementation principles: system,diversity,authenticity,distinction.In order to improve teachers’ reading teaching ability,stimulate students’ interests in reading,enhance students’ reading literacy,and promote the development of students’ multiple intelligence,this study puts forward some suggestions based on MI theory proposed by Dr.Howard Gardner from eight dimensions.