| The 2022 version of the English curriculum standards for compulsory education emphasizes students’ subjectivity in language learning activities and the need for teachers to guide students to participate in diverse,related and progressive learning activities consciously.Then,students can construct knowledge,improve ability and truly master the learning methods actively in the process of practical exploration.However,in the current junior high school English reading teaching,teachers still use the lecture-based teaching method because of the limited classroom time and tight teaching tasks.And there are some problems in students’ classroom participation,such as low degree of study,lack of time invested in learning,lack of deep reading strategies,high dependence,and easy anxiety.Therefore,how to improve students’ classroom participation is one of the key issues in English teaching research.The BOPPPS teaching mode was proposed by Canadian teacher skills training workshop ISW,which aims to guide students to participate in classroom activities in an all-round way around teaching objectives through six coherent teaching stages(Bridge-in→ Objectives→ Pre-assessment→Participatory-learning,Post-assessment→ Summary),and create a student-centered experiential teaching environment.The study introduces the BOPPPS teaching mode into junior high school English reading classes,taking 50 students in Grade two of a junior high school in Jinan,Shandong Province as the research object,and adopted questionnaire survey,interview,reading test,and classroom observation as the data collection methods.The study focuses on three aspects: “stimulating students’ external learning motivation through multimodal teaching resources→ guiding students to master reading strategies and skills,cultivating students’ good learning habits,and stimulating students’ internal learning motivation→focusing on the implementation of students’ learning outcomes.” Three rounds of action research were conducted to address the following questions:(1)Can teaching activities based on the BOPPPS mode improve junior high school English reading classroom participation?(2)If so,what aspects of BOPPPS teaching can improve students’ classroom participation?After a four-month BOPPPS teaching practice,the research results show that:(1)It is feasible to design English reading teaching in junior high school based on the BOPPPS teaching mode,which can improve students’ participation in classes and improve their reading performance and reading ability.(2)The three participation dimensions of behavior,cognition and emotion in junior high school students’ English reading classes have been improved to varying degrees based on the application of the BOPPPS teaching mode,among which students’ emotional participation has the most significant improvement effect.When carrying out English reading classroom teaching based on the BOPPPS teaching mode,it is recommended to use multimodal teaching aids flexibly to attract students’ interest;make students aware of the connection between teaching objectives and classroom activities;design and organize teaching activities around students;give students the right to choose,time to think and space to express;provide timely classroom feedback to students,take appropriate measures for knowledge gaps and guide students to self-summary,self-reflection and mutual evaluation. |
