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Study on Teacher-student Interaction of English Reading Teaching in Senior Middle School

Na Li, Yuhong Fu
International Journal of Social Science and Education Research, (2024), Vol.7, No.12, pp.228-240
Published: November 12, 2024
DOI: 10.6918/IJOSSER.202412_7(12).0028
PDF: Download Full Text PDF
Abstract

The teaching mode of reading is mostly conducted by the teacher, which tends to ignore the cultivation of Students’ ability to practice and to learn autonomously. A lot of time and energy have been spent, but the students' reading ability is still weak, let alone the improvement of their communicative ability. The disadvantages of the exam-oriented English teaching mode, especially the students' English application ability and subjectivity, have been ignored. This part of the problem is increasingly prominent while the country's reform of the English education examination has reduced the proportion of English scores in the total score of the college entrance examination. At the same time, Teacher has adopted the policy of taking the highest score in multiple choice examinations, focusing on cultivating students' ability to pass exams. Therefore, in order to cultivate students' ability to use English and change the present teaching practice methods, we must form a learning-centered classroom teaching mode. The truly effective interactive mode of reading teaching is that students learn knowledge through effective interaction under the guidance of teachers. It pays attention to the cultivation of students' thinking ability, problem awareness, cooperation and inquiry creativity, and it also pays attention to the formation of learners' good reading habits and the improvement of their comprehensive abilities.This paper attempts to explore this issue in combination with the teaching practice of English reading in senior middle school. First of all, the author summarizes the research background and relevant literature, summarizes the basic structure and relevant theoretical knowledge of dynamic teaching, and expounds interactive teaching. The subjects for this study are two Grade One classes in a senior middle school in a medium-sized city of Jilin Province. The author carried out research on English reading teaching according to cognitivism teaching theory, behaviorism teaching theory、humanistic teaching theory and the social interactive teaching theory and the interactive reading teaching mode. Through questionnaires and interviews, the author collected data and made analysis with a statistics software to comparative figures of the collected relevant data. Besides, the author analyzed the teaching effect and implementation significance of interactive teaching.

Keywords: Senior middle school English reading; Teacher-student interaction; Students’ initiative.
APA Citation: Na Li, Yuhong Fu (2024). Study on Teacher-student Interaction of English Reading Teaching in Senior Middle School. International Journal of Social Science and Education Research, 7(12), 228-240. https://doi.org/10.6918/IJOSSER.202412_7(12).0028

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