中學(xué)英語課堂教學(xué)中閱讀能力的培養(yǎng)研究以品善教育中學(xué)課堂為例AStudyontheCultivationofReadingAbilityTakingPinshanEducationintheMiddleSchoolClassroomasanexample論文題目AStudyontheCultivationofReadingAbilityTakingPinshanEducationintheMiddleSchoolClassroomasanexample目錄ContentsAbstract III摘要隨著當(dāng)今社會(huì)經(jīng)濟(jì)的快速發(fā)展，英語教育越來越受到人們的高度重視。英語閱讀作為一種提高學(xué)生文化修養(yǎng)，內(nèi)在文化內(nèi)涵，豐富學(xué)生英語學(xué)習(xí)綜合素質(zhì)和能力的有效手段，在當(dāng)今社會(huì)中受到越來越高的重視。2011年版《義務(wù)教育英語課程標(biāo)準(zhǔn)》（年版）就特別提出，當(dāng)今要加大英語閱讀教學(xué)的力度。但是，如今的學(xué)生，由于自身從小的學(xué)習(xí)習(xí)慣，缺乏英語閱讀技巧，平時(shí)沒有積累一定量的詞匯，以及受到家庭文化背景等各方面原因，導(dǎo)致英語閱讀能力滯后，大部分學(xué)生在英語閱讀方面存在一定的困難。本論文在英語閱讀理論研究的基礎(chǔ)上，以深圳品善教中學(xué)課堂為研究對象，結(jié)合自己的實(shí)踐教學(xué)經(jīng)驗(yàn)，采用文獻(xiàn)調(diào)查法和調(diào)查問卷法，培養(yǎng)研究中學(xué)英語課堂教學(xué)中的閱讀能力。本研究以有效教學(xué)論、2011版《課程標(biāo)準(zhǔn)》為理論依據(jù)，結(jié)合自己的教學(xué)經(jīng)驗(yàn)，立足于初中英語閱讀課現(xiàn)狀，在自己所在實(shí)習(xí)單位深圳品善教育，調(diào)查問卷當(dāng)?shù)匦^(qū)部分同學(xué)，了解處中英語課堂現(xiàn)狀、存在問題，以及對此提出的一系列措施方案。本論文包括四章。首先是緒論，其中包括本論文研究的背景來源，研究目的、意義、研究思路和方法、論文框架。第一章是文獻(xiàn)綜述。第二章說明英語閱讀教學(xué)的理論基礎(chǔ)有效教學(xué)論，并解讀2011新版《義務(wù)教育英語課程標(biāo)準(zhǔn)》。第三章是介紹針對調(diào)查對象而制定出來的調(diào)查問卷，分析調(diào)查問卷，針對調(diào)查問卷的結(jié)果，提出當(dāng)今中學(xué)生英語閱讀能力低下的原因。針對第三章得出的結(jié)論，在第四章指出提高中學(xué)生英語閱讀能力的教學(xué)策略。最后是本論文的結(jié)論，對所作研究進(jìn)行總結(jié)。關(guān)鍵詞：中學(xué)；英語閱讀；教學(xué)策略；培養(yǎng)PAGEPAGEVIIIntroduction1ResearchBackgroundWiththedevelopmentofsociety,Englishisthemostwidelyusedlanguageintheworld.Englisheducationhasbeenpaidmoreandmoreattentionbymanycountries.TakeChinaasanexample.Fromprimaryschooltoseniorhighschool,Englisheducationrunsthroughit.Englishclasshasbecomeoneofthethreemaincourses.TakeShenzhenasanexample,thefirstgradeofprimaryschoolbegantolearnEnglish.However,duetotheinfluenceofstudents'personallearninghabits,familyculturebackgroundandschoolteachers'teaching,moststudentsstillfeeldifficultiesinEnglishlearning.AlthoughEnglisheducationhasmadegreatprogressinrecentyearsinourcountry,theroadofEnglisheducationstillhasalongwaytogo,especiallyintheaspectofstudents'lackofEnglishreadingability.EnglishreadinglearningisanimportantanddifficultpointformiddleschoolstudentstolearnEnglish.InShenzhen,readingcomprehensionaccountsfor30%and30%ofthetotal100Englishtestpapers.Therefore,theimprovementofstudents'readingabilityhasbecomethefocusofEnglishreadingteaching.Butatpresent,therearemanyproblemsinEnglishreadingteachinginmanymiddleschools,includingtheguidanceofstudents'learninghabits,teachers'Englishreadingteachingmethodsandsoon.Improvingstudents'readingabilityhasbecomeatoppriority.In2011,theMinistryofEducationissuedtheEnglishCurriculumStandardsforFull-timeCompulsoryEducation(ExperimentalDraft)(hereinafterreferredtoastheNewCurriculumStandard).Accordingtothenewcurriculumstandard,thegoalofEnglishteachinginmiddleschoolsistocultivatestudents'comprehensivelanguageabilitytoacquireinformation,understandinformation,analyzeproblemsandsolveproblems(MinistryofEducation).ThefocusofEnglishteachingistocultivatestudents'abilityoflistening,speaking,readingandwriting,whichareindependentandmutuallyinfluential.Reading,asthekeypointofstudents'languageinput,isthepremiseofhavingtheabilityoflistening,speakingandwriting.Therefore,readingisthemostfundamentalprerequisiteofthesefourskills.TheNewCurriculumStandardrequiresEnglishreadingteachingtocultivatestudents'goodreadinghabitsandappropriatereadingskillsonthebasisofdevelopment.Itemphasizestheacquisitionofknowledgeandinformation.Itrequiresstudentstohaveawiderangeofinformationsources,sothatstudentscanhavetheabilityofactivelearningandself-learningsoastoservetheirlifelonglearning.Atthesametime,thenewcurriculumstandardsalsoguidethedirectionofEnglishreadingteachingstrategiesandputforwardgoalsandrequirements.DuringmysenioryearinShenzhen,IworkedasanEnglishteacherinPinshanEducationPractice.IntheprocessoftakingajuniormiddleschoolEnglishreadingclass,IfoundthatmostofthestudentsencountereddifficultiesinEnglishreading.ItisdifficultformostmiddleschoolstudentstoimprovetheirEnglishreading.Inadditiontothelearninghabitsofthestudentsthemselves,schoolEnglishteachingalsoneedstobeimproved.Therefore,thepurposeofthisstudyistoexplorestrategiesandmethodstoimprovemiddleschoolstudents'Englishreadingability.2ResearchPurposeandSignificanceThedevelopmentofsocietyandtheneedsofstudents'self-developmenthaveputforwardhigherrequirementsformiddleschoolstudents'Englishreadingability.Improvingstudents'readingabilityisthepremiseofimprovingstudents'comprehensiveabilitytouseEnglish.Throughtheproportionofreadingcomprehensionintheexamination,itcanbeseenthatimprovingstudents'readingabilityisanimportantaspectofEnglishteaching.Inaddition,readingcanimprovestudents'humanisticquality.Generallyspeaking,readingisthemainwayforstudentstoknowmoreaboutknowledgeandculture.TheimprovementofEnglishreadingabilityisalsoaprerequisiteforstudentstolearnanduseEnglishindependently(MaXiaofang).However,accordingtothecurrentsituation,thedevelopmentofmiddleschoolstudents'Englishreadingabilityhasbeenlaggingbehind.Therearemanyfactorsaffectingtheimprovementofmiddleschoolstudents'Englishreadingability.Firstofall,thereasonsforthestudentsthemselves,suchasnarrowknowledge,lackofgoodreadinghabitsandsoon.Secondly,thereasonsforteachers.InmiddleschoolEnglishreadingteaching,teachersonlypayattentiontogrammarexplanation,butneglectthecultivationofstudents'readingability,whichresultsinthephenomenonof"halftheeffort"inreadingteaching,andstudents'readingabilitycannotbesignificantlyimproved.Sometimesinordertopursuescores,teachersareconstantlycarryingoutmechanicaltrainingofreading,whichisnotonlyuselesstopromotetheimprovementofstudents'readingability,butalsoahindrance.ThisstudycombinestheactualsituationofmiddleschoolEnglishreadingteachingandmyteachingpractice,throughinvestigationandresearch,findsoutthefactorsrestrictingtheimprovementofstudents'readingability,andputsforwardmeasurestosolvetheproblems,soastopromotetheimprovementofmiddleschoolstudents'Englishreadingability.3ResearchMethodsInthispaper,theauthormainlyusesthefollowingtworesearchmethods.3.1LiteraturemethodThroughconsultingtherelevantnewspapers,booksanddocumentsinthelibrary,andconsultingtherelevantmaterialsthroughtheInternet,theauthorhasabroadunderstandingofthecurrentsituationofEnglishreadingteachingathomeandabroad,andhasmadeasummary,soastofindasuitabletheoreticalbasisforthisstudy.3.2QuestionnairesurveyBasedonmyownteachingpracticeandusingquestionnairesurveymethod,theauthorcomprehensivelyandthoroughlyunderstandsthecurrentsituationofEnglishreadingteachingandlearninginmiddleschools.ThesubjectsareEnglishteachersandstudentsinruraljuniormiddleschools.Thecontentofthesurveyiscenteredon"theactualsituationofmiddleschoolteachers'Englishreadingteachingandstudents'readinglearning".Theproblemsreflectedinthesurveyareuniversalandprovidepracticalbasisforthefinalstrategiestopromotestudents'Englishreadingability.4OrganizationofDissertationByunderstandingtherelevantresearchathomeandabroad,usingthetheoryofliteraturelawlearningandreadingteachingandcombiningwithmyownteachingpracticeexperience,theauthorusesvariousmethodstocollectdata,analyzetheproblemsreflectedinthequestionnaire,andcompletetheresearchonthistopic.Thispaperisdividedintothreechapters.Atthefirstofmypaperistheintroduction,whichputsforwardtheresearchbackground,clarifiestheresearchpurposeandsignificance,researchideasandmethodsandpaperframework.Chapteroneisabouttheliteraturereview.Inthischarpter,ImakeananalysisoftheresearchresultsofProfessorWuJieqing'spaper"SkillfulReadingStrategiesandTheirApplicationsinJuniorHighSchoolEnglish"andexpressherownviews.ChaptertwosummarizestherelevanttheoriesofEnglishreadingteaching,reviewsthecurrentsituationofEnglishreadingteachingathome,andinterpretstherequirementsoftheNewCurriculumStandardforEnglishreadingteachinginjuniorhighschools.ChapterthreedescribesthecurrentsituationofEnglishreadingteachinginmiddleschoolsbyanalyzingtheresultsofquestionnairesconductedbyrelevantteachersandstudents,andpointsoutthereasonsthatlimittheimprovementofruraljuniormiddleschoolstudents'Englishreadingability.Chapterfour,accordingtothequestionsreflectedinthequestionnaireandthecurrentsituationofEnglishreadingteachinginjuniormiddleschools,putsforwardsometeachingstrategiestoimprovetheEnglishreadingabilityofmiddleschoolstudents.AtlastIsummarizetheresearchandputsforwardtheshortcomings,andlooksforwardtofurtherresearchdirections.PAGEPAGE30Chapter1literaturereviewInthischarpter,ImakeananalysisoftheresearchresultsofProfessorWuJieqing'spaper"SkillfulReadingStrategiesandTheirApplicationsinJuniorHighSchoolEnglish"andexpressherownviews.WuJieqing(2015)madeasystematicresearchonjuniormiddleschoolstudents'EnglishreadingstrategiesandtheirapplicationsinJuniorMiddleSchoolEnglishReadingStrategiesandApplications.Theauthorcombinesherownworkpracticewiththetheoryofpedagogyandotherrelateddisciplines,expoundstheimportanceofreadingtrainingtoimprovestudents'readingability,investigatesthecurrentsituationofjuniormiddleschoolstudents'Englishreadingandrevealstheexistingproblems,andpreliminarilysummarizessomeeffectivestrategiesforjuniormiddleschoolstudents'Englishreading.TheauthorconcludesthatthereareseveralproblemsinEnglishreadingteachinginjuniormiddleschoolsatpresent:first,studentshavecertainpsychologicalbarriersinEnglishreading;second,studentslackgoodreadinghabitsandinterest;third,studentshaveobviousdifferencesinlanguageskills;fourth,studentslackskillfulapplicationofreadingstrategiesandcorrectskills;fifth,studentslackreadingskills.Readstrategiesandcorrectmethods.Tothisend,theauthoralsoillustratessomeeffectivestrategiesthatcancultivatestudents'Englishreading:first,tocultivatestudents'interestinreadingandimprovetheamountofextracurricularreading;second,toincreasestudents'vocabularyaccumulation;third,toprovideguidanceandstrategytrainingforstudents'readingskills;fourth,tocultivategoodreadinghabits.IagreewiththeauthorthatstudentslackinterestinEnglishreading,correctreadingstrategiesandinterests.Therefore,inEnglishreading,thecorrespondingstrategiesaretocultivatechildren'sinterestinEnglishlearning,helpstudentsfindcorrectreadingstrategiesandcultivatestudents'goodreadinghabits.Butatthesametime,Ithink,fromtheteacher'spointofview,teacherscanalsoenrichtheteachingcontentinEnglishteaching,sothatstudentscanaccumulatecertainculturalbackgroundknowledge.20270Charpter2TheoreticalbasisandliteraturereviewofEnglishreadingteaching2.1

TheTheoreticalBasisofEnglishReadingTeachingTherearemanyoreticalbasesofEnglishreadingteaching.Inthischarpter,Iwilltalkabouttheeffectiveteachingtheory.ItalsointerpretstheneweditionofEnglishCurriculumStandardsforCompulsoryEducationin2011,.307882.1.1EffectiveTeachingTheoryAsGaoandLiu（2014,pp.11-14）discussed“animportantprobleminteachingpracticefromarationalpointofview:effectiveteachingintheirco-authoredbookTheTheoryofEffectiveTeaching.Theideaofeffectiveteachinghasobviouscharacteristicsofthetimes.”Ithasdifferentgoals,pursuits,waysandstrategiesindifferenttimes.Accordingtotheactualsituationofourcountry,thetwoscholarsdiscussedtheproblems,methodsandStrategiesofteaching,andalsodiscussedthedirectionofeffectiveteachingandthedevelopmentandutilizationofcurriculumresources,sothatreaderscanknowthateffectiveteachingisalsothegoalofthenewcurriculumreform.Liu(2000,12:pp16-18)usestheconceptsofeffect,benefitandefficiencyineconomicstoexplaineffectiveteaching.CuiYunseparatedtheeffectiveandteachingfromeachotherandthoughtthat"effective"and"teaching"respectivelyrefertothespecificprogressmadebystudentsafterfollowingtheteacherforaperiodoftimeandalltheactionsthattheteachercauses,maintainsorpromotesstudents'learning.Yao(2004，05：10-13)believesthateffectiveteachingisaprocessthroughwhichteacherspasstheteachingprocess.YaoLiminisaneffectivemeans,effectiveandefficientteachingmethodwhichsuccessfullycauses,maintainsandpromotesstudentstolearnandachievethedesiredresultsandconformstotheteachinglaw.Chen(2002)takes"learningcentertheory"asthetheoreticalbasistounderstandeffectiveteaching.Teachingisabilateralactivityof"teaching"and"learning",soweshouldnotonly"teach"efficiently,butalso"learn"efficiently.AsHu(1998,03:pp94-99)pointedout,“thisrequiresteachersnotonlytobegoodatusingadvancedteachingideasandmethodsintheteachingprocess,butalsotopaymoreattentiontothelearningeffectofstudentsasthemainbodyoflearning.”Therefore,intheprocessofEnglishreadingteaching,teachersshouldpayattentiontoimprovingteachingconceptsandcreatingaharmoniousclassroomatmosphereiftheywanttomakeclassroomactivitiesefficient.Interestisthebestteacherforstudents,stimulatingstudents'readinginterestinvariouswaysprovidesaguaranteefortheimprovementoftheteachingeffectofreading,whiletheinteractionbetweenstudentsandteachersprovidesaprerequisiteforcreatingaharmoniousclassroomatmosphereandisconducivetostimulatingstudents'interestinlearning.Nowadays,studentsandformerstudentsaredifferentinthoughtandbehavior,soonlyaccordingtotheactualsituationofstudents,usingnewteachingmethods,canwedesigneffectiveactivitiesandtaskstoimprovetheteachingeffectofreadingclass,andthenpromotetheimprovementofstudents'readingability.220152.1.2RequirementsforEnglishReadingTeachinginthe2011EditionofCurriculumStandardsInordertofurtherpromotethedevelopmentofEnglisheducationinChina,theMinistryofEducationredesignedandpromulgatedtheEnglishCurriculumStandardsforCompulsoryEducationStage(hereinafterreferredtoastheCurriculumStandards).Comparedwiththenewcurriculumstandardpromulgatedin2001,thenewcurriculumstandardclearlyshowsthatEnglishcurriculumisacombinationofinstrumentalityandhumanism.Thenatureoflanguagecurriculumisalsotoenablestudentstobroadentheirhorizons,enrichtheirlifeexperiencesandformcross-culturalawarenessthroughEnglishcurriculum,soreadingisparticularlyimportant.ThroughthefulltextinterpretationoftheneweditionofCurriculumStandards,wecansummarizethespiritofthenewcurriculumstandardsfromfourlevels:synthesis,autonomy,efficiencyandinnovation.ThenewcurriculumstandardencouragesteacherstohelpstudentsdevelopautonomouslearningabilityandpointsoutthedirectionforimprovingteachingandlearningstrategiesinEnglishteaching.Thisnotonlyembodiestheteachingconceptof"teacher-led,student-oriented",butalsoputsforwardhigherrequirementsforteachers'teachinginnovation.Inthepartof"teachingsuggestions",theneweditionofCurriculumStandards

(2011,pp11-20)rewritestheoriginal"task-basedteachingapproach"to"teachersshouldcultivatestudents'abilitytodothingsinEnglishbycreatingcontextsclosetoreallife,adoptingprogressivelanguagepracticeactivities,andvariousteachingapproachesandmethodsthatemphasizebothprocessandresult,suchastask-basedlanguageteachingapproach".Thisisnotonlytoencouragestudentstoinnovatelearningmethods,butalsotoguideteacherstoinnovateteachingmethods.TheneweditionofCurriculumStandards(2011,pp12-330)alsoputsforwardspecificnewrequirementsforjuniorhighschoolgraduates'Englishproficiencylevel.Table2-1"CurriculumStandards"RequirementsforEnglishProficiencyLevelofJuniorHighSchoolGraduates.LevelRequirementsThefirstlevelYoucanreadwordsbylookingatpictures.Youcanreadthewordsaccordingtotheconcreteobjects.Youcanreadeasy-to-understandstoriesaccordingtothepictureprompts.Youcanwritelettersandwordscorrectly.Youcanwritephrasesandsentencesaccordingtoexamples.ThesecondlevelYoucanreadthewordsyouhavelearned.Youcanreadshortwordsaccordingtospellingrules.Youcanreadandunderstandtheinstructionsorrequirementsinthetextbook.Youcanreadthemeaningexpressedoncardsandothergreetings.Youcanreadshortpassagesorstoriesonthebasisofpicturesandformagoodhabitofreadingaccordingtothemeaninggroups.Youcanrecitethepassageorstoryaccurately.ThethirdlevelYoucanreadthetextcorrectly.Youcanreadandexecutesimplewritteninstructionsforrelatedlearningactivities.Youcanunderstandshortpassagesandstoriesandgetthegeneralidea.Youcanbeawareoflearningtoconsultsimplereferencebooks.Youshouldreadmorethan40,000wordsafterclass.LevelRequirementsThefourthlevelYoucanreadthetextcoherentlyandfluently.Youcanreadandunderstandthesequenceofcharacters'behaviorandeventsinsimplereadingmaterials.YoucanfindoutandunderstandthegeneralideaofDayangxinfromashortarticle.YoucanguessthemeaningofunfamiliarDanabycombiningthefrontandbackpassages;youcanunderstandandexplaintheinformationprovidedbythecabinettable.Youcanreadshortinstructionsandpersonaldoublesandotherappliedstylisticmaterials.YoucanlearntouseEnglish-Chinesedictionariesandothertools.Assistedlearningandreading.Youshouldreadmorethan100,000wordsafterclass.Thefifthlevel Youcandeduceandunderstandthemeaningofunfamiliarwordsbycombiningtheprecedingandthefollowingtextsandwordformation.Youcangraspthelogicalconnectionbetweenthesentencesinthetext.Youcansuccessfullygraspthecentralideaofthearticle,understandtheplotofthestory,predictthedevelopmenttrendofthestoryandtheforthcomingoutcome.'Youcanseethecorrespondinglevelofcommoncarrierpublications.Youcanachievedifferentreadingpurposesthroughcertainreadingstrategiestoobtainvaluableletters.Youcanreadincombinationwithdictionariesandotherreferencebooks.Theamountofafter-schoolvocabularyreadingshouldbemorethan150,000words.952Charpter3AnalysisonthedevelopmentofEnglishreadingabilityofmiddleschoolstudentsinPinshanEducationAfterstudyingthetheoreticalbasisofEnglishreadinginsecondaryschoolsintoday'ssocietyandthedomesticresearchonEnglishreading,thischapterwilltaketeachersandstudentswhoaregoodeducatorsastheresearchobjectsandadoptthemethodofquestionnairesurveytostudytheproblemsexistingintheteachingofEnglishreadinginsecondaryschools,thuslaunchingaseriesofstrategiestoimprovetheteachingofEnglishreading.Aquestionnairesurveywasconductedamong13Englishteachersand146juniorhighschoolstudentsingrades7,8and9ofPinshanEducationinShenzhen.Atotalof13teachers'questionnairesweredistributed,and13validquestionnaireswereactuallyrecovered.150questionnairesweredistributedand146validquestionnaireswereactuallyrecovered.Inthischarpter,IwillanalysethedevelopmentofEnglishreadingabilityofmiddleschoolstudentsinPinshanEducation3.1InvestigationandAnalysisofTeachers'QuestionnaireAfterstudyingthetheoreticalbasisofEnglishreadinginsecondaryschoolsintoday'ssocietyandthedomesticresearchonEnglishreading,thischapterwilltaketeachersandstudentswhoaregoodeducatorsastheresearchobjectsandadoptthemethodofquestionnairesurveytostudytheproblemsexistingintheteachingofEnglishreadinginsecondaryschools,thuslaunchingaseriesofstrategiestoimprovetheteachingofEnglishreading.Properguidanceofteacher,effectiveencouragement,andscientificmethod,toimprovethereadingabilityofatudentsisessential.[20]Aquestionnairesurveywasconductedamong13Englishteachersand146juniorhighschoolstudentsingrades7,8and9ofPinshanEducationinShenzhen.Atotalof13teachers'questionnairesweredistributed,and13validquestionnaireswereactuallyrecovered.150questionnairesweredistributedand146validquestionnaireswereactuallyrecovered.3.1.1QuestionnaireresultsofTeachersWhileimpartingknowledgetostudents,teachersaremoreimportanttoimpartgoodlearningmethodsandcorrectlearningconceptstostudents.Sometimesgoodmethodscannotonlystimulatestudents'interest,butalsoenablestudentstoachievetwicetheresultwithhalftheeffort.ThestudyinvestigatestheEnglishreadingteachingmethodsof13Englishteachersandmiddleschoolteachersinourschool,andsummarizesthecollecteddataasshowninthefigure.第1題您注重學(xué)生的閱讀能力的培養(yǎng)嗎？選項(xiàng)比例A.很重要76.92%B.一般15.38%C.不太注意7.69%第2題您在閱讀課，經(jīng)常提醒學(xué)生運(yùn)用閱讀策略嗎？選項(xiàng)比例A.經(jīng)常53.85%B.有時(shí)46.15%D.想不起來0%C.偶爾0%第3題您平常在意訓(xùn)練學(xué)生的閱讀技巧嗎？選項(xiàng)比例A.非常在意76.92%B.一般23.08%C.無所謂0%D.沒情況訓(xùn)練0%第4題您在課堂教學(xué)中，采取什么樣的教學(xué)方式？選項(xiàng)比例A.根據(jù)需要進(jìn)行選擇100%B.傳統(tǒng)教學(xué)方式0%C.沒想過0%D.不考慮0%第5題您在課堂教學(xué)中，能夠注意調(diào)動(dòng)學(xué)生的積極性嗎？選項(xiàng)比例A.很注意38.46%B.根據(jù)課程類型需要46.15%C.一般注意不到7.69%D.不太注意7.69%第6題您在課堂教學(xué)中，喜歡讓學(xué)生表演課文嗎？選項(xiàng)比例A.非常喜歡23.08%B.比較喜歡23.08%C.一般46.15%D.不太喜歡，浪費(fèi)些時(shí)間7.69%第7題您在教學(xué)過程中，能夠提醒學(xué)生關(guān)注中西方文化差異及積累文化背景知識(shí)嗎？選項(xiàng)比例A.時(shí)常提醒23.08%B.很注重7.69%C.遇到就講，不刻意去提醒69.23%D.感覺對學(xué)生的學(xué)習(xí)作用不大0%第8題您在課堂上怎么對待學(xué)生的錯(cuò)誤？選項(xiàng)比例A.直接坐下，課后處理15.38%B.批評指正0%C.給予鼓勵(lì)，下次不犯84.62%D.不做處理，找別的學(xué)生回答0%第9題您在英語課堂會(huì)幫助學(xué)生獲取信心？選項(xiàng)比例A.會(huì)46.15%B基本上會(huì)46.15%C.感覺現(xiàn)在的學(xué)生太自信，沒必要0%D.只會(huì)幫助少部分的學(xué)生7.69%第10題您喜歡和學(xué)生聊天或傾聽學(xué)生的心聲嗎？選項(xiàng)比例A.經(jīng)常和學(xué)生聊天61.54%B.教學(xué)時(shí)間太緊，顧不上30.77%C.學(xué)生找我，我就和他們聊聊7.69%D.沒時(shí)間0%第11題您在英語課堂教學(xué)中，關(guān)愛每位學(xué)生嗎？選項(xiàng)比例A.基本上53.85%B.中等以上的關(guān)注15.38%C.根據(jù)情況而定23.08%D.關(guān)心每一位學(xué)生7.69%第12題您在英語課堂教學(xué)中，認(rèn)為自己的親和力怎么樣？選項(xiàng)比例A.非常受學(xué)生歡迎46.15%B.學(xué)生只是害怕自己7.69%C.和學(xué)生沒什么感情0%D.部分學(xué)生愿意和您親近46.15%3.1.2AnalysisofTeachers'QuestionnaireResultFromtheresultsofthequestionnairesurvey,wecanseethatmiddleschoolEnglishteachershavethefollowingproblemsinEnglishreadingteaching：Firstly,middleschoolEnglishteachersdonotattachenoughimportancetostudents'Englishreadingability.Question1showsthat76.92%ofteachersthinkthatstudents'Englishreadingabilityisveryimportant,15.38%ofteachersthinkthatstudents'Englishreadingabilityisgenerallyimportant,andeven7.69%ofteachersdonotpayattentiontothecultivationofstudents'Englishreadingability.Thispartoftheteacherbelievesthatreadingistoletstudentsreadbythemselves,understandthematerial,candotherighttopic,onlyfocusontheabilityofstudentstotaketheexam.FromQuestion2,itcanbefoundthat53.85%ofteachersoftenremindstudentstousereadingstrategies,and46.15%ofteacherssometimesremindstudentstousereadingstrategies.FromQuestion3,itcanbefoundthat76.92%ofteachersareveryconcernedabouttrainingstudents'readingskills,and23.08%ofteachersaregenerallyconcernedabouttrainingstudents'readingskills.ItcanbefoundthatmiddleschoolEnglishteachersdonotattachgreatimportancetoEnglishreadingskills.Readingskillsareobviouslyveryimportanttoimproveone'sreadingability.InmiddleschoolEnglishteaching,EnglishreadingneedsteacherstoguidestudentsandremindthemtouseEnglishreadingskills.Teachersshouldpayattentiontothecultivationofstudents'Englishreadingability.Secondly,theteachingmethodissingle.Theteacherslacktheinteractionwiththestudents,andtheclassroomatmosphereisinsufficient.Question5showsthatsometeachersdonotpayattentiontoarousingstudents'enthusiasminclass.38.46%ofteacherspaygreatattentiontoarousingstudents'enthusiasminclassroomteaching.46.15%ofteacherschoosewhethertoarousestudents'enthusiasmaccordingtocurriculumneeds.7.69%ofteachersgenerallydonotnoticewhetherthestudentshaveclassroomenthusiasm,and7.69%ofstudentsdonotpaymuchattentiontomobilizingtheenthusiasmofstudents.FromQuestion6,wecanseethat23.08%ofteachersliketoletstudentsperformtexts,23.08%ofteachersprefertoletstudentsperformtexts,46.15%ofteachersgenerallyliketoletstudentsperformtexts,and7.69%ofteachersdonotliketoletstudentsperformtexts,whichisawasteoftime.Fromthis,wecanfindthattheteacher'steachingmethodisrelativelysingle,intheclassroom,thereisnointeractionwithstudents,thedesignofgameprogramstostimulatetheenthusiasmofstudents.Originally,readingisdifficultforstudents,andiftheclassroomteachingisdull,thestudentsbelowthemiddlegradehavenointerestinlearning.Fromthepointofviewoftheproblem,teacherscannotimprovestudents'enthusiasmintheclassroomthroughappropriatemethods,norcantheyletstudentsparticipateintheclassroomthroughsomeactivities,thatistosay,theyignorethestudents'subjectivity.Readingmaterialitselfisrelativelydifficulttounderstand,coupledwithteachersdonotwanttoimprovestudents'readinginterestandenthusiasmtoparticipateinclassroomactivities,thentheclassroomisateachersingingasoloplay,improvestudents'readingabilityisevenmoredifficulttoachieve.Thirdly,middleschoolEnglishteacherslacktheawarenessofhelpingstudentstoconstructwesternculturalknowledge.AscanbeseenfromQuestion7,23.08%ofteachersoftenremindstudentstopayattentiontoculturaldifferencesbetweenChinaandtheWestandaccumulateculturalbackgroundknowledge.Only7.69%ofteacherspaygreatattentiontoremindingstudentstopayattentiontotheculturaldifferencesbetweenChinaandtheWest,but69.23%ofteachersonlywhentheyencounterknowledgepointsofculturaldifferencesbetweenChinaandtheWest,cantheypopularizetheculturaldifferencesbetweenChinaandtheWest.Withouttheintroductionofbackgroundknowledge,itisdifficultforstudentstofullyunderstandthecontentofthematerial.EnglishteachersshouldhelpstudentsconstructWester