The Action Research On Blended Teaching Model In English Reading Teaching In Junior High School

To improve students’ English reading ability is one of the important goals of junior high school English teaching.With the development of information technology,students’ needs for English reading are diversified,while the existing English reading teaching is far from being able to meet.Therefore,education practitioners should pay attention to and explore how to apply continuously developing technical means to teaching practice.In recent years,China’ s education industry has been committed to optimizing the traditional teaching mode,and the new mode of blended teaching model has been unanimously praised by teachers and students.Based on literature study and teaching practice,combined with constructivism theory and activity theory,the author designed a mixed teaching plan for English reading in junior high school and applied it to Grade 8.The following issues are to be studied:Firstly,what is the impact of blended teaching mode on middle school students’ English reading strategies?Secondly,what is the effect of blended teaching mode on the English autonomous reading ability of middle school students?Thirdly,what effect has the blended teaching model had on the design of junior high school English reading teaching activities?The author takes the above questions as the starting point to study and explore the current situation and shortcomings of the mixed teaching mode used in the original English reading teaching,hoping to play a reference role in the optimization of the subsequent teaching mode.At the beginning of the writing of this paper,a large number of relevant documents were collected,and then the problems in current teaching were sorted out by means of questionnaires and interviews,and targeted and feasible plans and suggestions were put forward according to the problems.The author selects and integrates online teaching resources,takes Superstar Learning as the online teaching platform,applies the mixed teaching mode to junior high school English reading,and analyzes the situation of the two semesters.The author mainly uses SPSS to analyze the feedback questionnaire data to judge the impact of blending teaching on junior high school students’ English reading ability.Through analyzing the results of student interviews,questionnaire feedback and pre-test and post-test,it is found that students’ interest in English reading,test scores and autonomous reading ability have changed compared with the past.Therefore,it is concluded that the mixed teaching mode plays a promoting role in enhancing junior high school students’ English reading ability.In addition,it is found that education practitioners’ cognition and skills of multimedia software have changed in the process.Combined with the content of this study,we can find that the adoption of mixed teaching mode can promote the progress of students on the one hand,and also make the teaching path of teachers open up on the other hand.Therefore,it is of exploration significance to improve students’ English reading ability from both theoretical and practical perspectives.