Teaching Design of the Junior High School English Reading for Deep Learning

English reading holds a pivotal position in junior high school English teaching,constituting an integral component of the entire educational process.Nowadays,it is imperative for English teachers to transcend the conventional,superficial reading instruction models and adopt a deep learning framework to fashion a profound reading classroom for students.This approach allows students to engage in inductive integration,application evaluation,and internalization and transfer,enabling them to delve into seemingly intricate and challenging texts,exploring them from multiple dimensions,including content,structure,and cultural implications.Ultimately,this fosters the development of students'comprehensive reading abilities and English core literacy.This paper,drawing from the perspective of deep learning and incorporating specific case studies,aims to devise a junior high school English reading instruction design that is both academically rigorous and emotionally engaging,with a focus on enhancing students'English core literacy and overall reading proficiency.

A Brief Discussion on the Application of Task-based Language Teaching to Improve the Teaching Quality of English Communication Classes in Junior High Schools

With the progress and development of society and the continuous advancement of curriculum standard reform,society has higher requirements for students’English skills.The junior high school stage is the best time to cultivate students’communication skills,however,junior high school English classes are currently still based on traditional teaching as the main teaching method,which only focuses on cultivating students’reading and writing skills,thus neglecting the training of listening and speaking skills.Despite its evident benefits,the implementation of the task-based language teaching(TBLT)method in junior high school English communication classes is not without challenges.The current state of these classes reveals a significant gap in the integration of communicative tasks into the teaching process.This gap stems from a variety of factors,including the lack of appropriate resources,insufficient teacher training,and the deeply ingrained reliance on traditional teaching methods.This study will briefly explain the definition and characteristics of the task-based language teaching method,analyze the current situation of junior high school English communication classes,the difficulties of using TBLT in junior high school English classrooms,and the application methods of task-based teaching methods.The teaching method makes up for the shortcomings of English communication classes in junior high schools and improves the quality of teaching.

Improving Oral English in Break Time in Junior High School

Teachers have been paying more attention to oral English teaching in junior high school than ever before. Generally, teachers focus on teaching oral English in class, where they give preeminence to creating an environment in the classroom which approximates to the"real-life"communicative use of language (Yang Chaochun & Cheng Lian 2005). However, there are some limits teaching oral English in class. This essay puts forwards to provide input during the break time for students to acquire oral English unconsciously in junior high school to make up for the insufficiency.

Effective Paths of Junior Middle School English Autonomous Learning Under the Background of “Internet+”

Under the background of“Internet+”learning method,junior high school English independent learning is individualized,autonomous,and interactive.“Internet+”learning can not only improve students’learning efficiency and learning quality,but also promote their comprehensive development.Therefore,in this paper,we analyzed the significance of developing junior high school English autonomous learning under the background of“Internet+,”explained the theoretical basis of autonomous learning,and how the concept of“Internet+”can be integrated into English teaching.

A Tentative Discussion on How to Help Junior High School Students Improve Their Writing Skills Through Post-Reading Activities

The present situation of English writing in junior high schools includes the following aspects:first,students are weak in English writing because they lack vocabulary and do not use vocabulary appropriately;second,they often make grammar errors in writing;as a result,they do not obtain high scores in English writing;third,they form sentences based on their habit of thinking in their mother-tongue because of the influence of mother tongue transfer;in that case,Chinglish often appears in their compositions,and this is one of the main reasons they do not obtain high scores in English writing;finally,they do not arrange their compositions well,so most of their compositions are loosely organized.As reading and writing are designed as two separated parts in most English textbooks used in China,it is a challenge for teachers to design post-reading activities to integrate reading and writing because it is time-consuming.Based on the present situation of students’English writing and the teaching situation of English writing in junior high schools,this paper will discuss how to utilize post-reading activities to help students memorize vocabulary effectively,use vocabulary and grammar appropriately,avoid the influence of mother-tongue transfer,and build compact structures,so that they can improve their English writing skills.This discussion is based on the awareness of integrating reading with writing and making reading a supportive element of writing by utilizing post-reading activities.

The Application of Inquiring Teaching to the Junior English Class

As a teaching method against the giving-and-accepting pattern, the inquiring teaching in junior high school pays more attention to learners' understanding, feeling and experience in the course and emphasizes the cooperation and communication among students and teachers. In this paper, it explores the advantages of inquiring teaching, which cultivate students' interest in learning and ability of analyses, induction and application, compared with the traditional teaching.Besides, some suggestions are provided in English teaching of Junior high school.

核心素养背景下初中英语阅读教学策略

研究核心素养背景下初中英语阅读教学策略是初中英语阅读教学的客观需要。文章采用问卷调查、课堂观察和访谈法,以西安市某中学八年级两个班共96名学生和他们的2名英语教师为研究对象,从语言能力、文化意识、学习策略和思维品质四个维度来分析现阶段英语学科核心素养在初中阅读教学中的现状。语言能力方面,词汇是他们理解阅读材料的最大困难;文化意识方面,89.58%的学生认为阅读英语可以体验出文化差异;学习策略方面,多半初中生不知道主动运用阅读策略;思维品质方面,只有18.75%的学生愿意经常在阅读理解中真正使用思维导图。基于此,提出核心素养背景下初中英语阅读教学可采用文化策略、提问策略、形成性评价策略、拓展阅读策略等教学建议,旨在推进教师对英语学科核心素养和初中英语教学的融合,从而实现所教入心、所学用心,实现培养学生的全面发展。

“双减”背景下初中英语课后作业标准化设计

“双减”政策的颁布掀起新一轮改革之风,改革的重点是课后作业。本文通过文献法、逻辑分析法研究“双减”背景下初中英语课后作业标准化设计策略,以期提升课后作业质量,贯彻落实“双减”政策。初中英语标准化课后作业的设计应遵循科学的思路,包括明确的指导思想、具体的课程目标以及坚持以学生为本位。结合研究结果,就“双减”背景下初中英语课后作业标准化设计提出几点建议:丰富作业形式,提升学生综合能力;关联现实生活,提升英语教学影响;分层设计作业,满足学生学习需求。

“双减”背景下初中英语课后作业标准化设计探讨

作为课堂教学的拓展与延伸,英语课后作业有着举足轻重的地位,对教学效果和质量有重要影响。“双减”政策的出台,将课后作业推上了一个新的高度,设计高质量的作业成为教师必须落实的重要工作。文章以“双减”为背景,探讨初中英语课后作业标准化设计策略,旨在提升英语课后作业质量。现如今,初中英语课后作业存在诸多问题,如目标模糊、形式单一、缺乏层次。基于此,文章结合“双减”政策内涵以及初中英语教学规律,就初中英语课后作业标准化设计提出几点建议:(1)树立清晰的目标,提升作业针对性;(2)丰富作业的类型,激发学生的兴趣;(3)布置层次化作业,满足学生的需求。

初中英语阅读教学中结构化知识的建构与应用

结构化知识作为一种组织信息的方式,能够帮助学生梳理文章的框架,识别关键信息点,从而在阅读过程中实现快速的信息整合与记忆,因此,在初中英语阅读教学中,培养学生的结构化知识至关重要。文章基于结构化知识的内涵与属性,分析了结构化知识在初中英语阅读中的价值体现,提出了具体的构建方法和实践路径,旨在为初中英语教师提供一套系统的教学策略。

初中英语读写结合模式促进有效写作教学探讨

提高我国初中生英语语言表达能力一直是初中英语写作教学的难点问题,文章基于英语教学中阅读和写作密不可分的关系,探讨了将读写结合模式充分运用到英语写作教学中的具体措施,并进行了教学案例分析,以期通过有效促进写作教学的开展,进而为提升初中生的英语语言表达能力供有益的借鉴。

新课标下上海初中英语教材文化内容研究

教材作为英语教学的主要载体,是培养和提升学生文化意识的关键。为了厘清上海初中英语教材是否满足新课标中文化意识的培养要求,本研究采用语料库辅助的教材研究方法,考察了《英语(牛津上海版)》的文化内容,发现该教材中共同文化显著,拓展圈国家文化配置合理,基本满足新课标中有关文化意识培养的要求,但存在内圈国家文化失衡、外圈国家文化匮乏、文化对比不足和其他类语篇过多等不足。文章立足新课标,针对其中的不足提出具体的教材修订建议。

“双减”背景下多模态英语作业设计与实践

优化设计英语作业形式,是“双减”落地的关键问题。“双减”背景下,作业设计应发挥多模态学习通道的共同作用,将作业分为基础性作业、提升性作业、拓展性作业三个层次和听说型、识记型、表演型、阅读型、创意表达型和综合实践型六个类型,作业要贴近教材,体现学生自主性,融合多媒体技术,评价要开放多元。

COCA语料库在初中英语词汇教学中的应用探析

语料库对初中英语词汇教学有重要支持作用,它不仅能帮助学生更好地了解词汇的实际用法,也能够帮助教师设计更加有效的词汇教学方案,同时亦以其多样的语言材料和强大的检索功能为英语课堂教学提供了海量的教学资源。以人教版初中英语八年级下册一节词汇课为例,融入英语学习活动观教学理念,提出应用COCA语料库开展初中英语词汇教学的方法和策略,以期为信息技术辅助初中英语教学提供启示。

初中英语课堂教师话语质量与学生参与度关系研究

文章深入探讨了教师话语质量与学生参与度之间的内在联系,从情感参与、认知参与和行为参与三个维度进行了详细分析。研究指出,教师积极鼓励性的话语能有效提升学生的情感参与度,话语的准确性对学生认知参与的深度和广度具有显著影响,而话语的互动性则是促进学生行为参与的关键因素。通过综合考查这些方面,文章得出结论:教师在课堂教学中的话语质量对学生的整体参与度有着至关重要的影响,因此,提升教师话语质量应成为提高教学效果、促进学生全面发展的重要策略之一。

跨文化交际视角下初中英语教学优化策略探索

随着全球化进程的加快,跨文化交际已成为当今社会中不可或缺的一部分。在初中英语教学中,培养学生的跨文化交际能力显得尤为重要。然而,当前初中英语教学中仍存在一定的不足,导致学生在实际交际中遇到障碍。因此,如何从跨文化交际视角出发,探索初中英语教学的优化策略,提升学生的语言运用能力,是值得教育工作者深入探讨的重要课题。对此,本文通过分析初中英语教学中跨文化意识培养的重难点,探究现阶段英语教学存在的不足,在此基础上研究跨文化交际视角下优化初中英语教学的策略,以期提升学生的跨文化意识。

利用翻转课堂提升初中生对英语现在进行时掌握度的研究

文章探讨了翻转课堂模式在初中英语现在进行时教学中的应用策略及其预期效果与优势。通过课前微课的自适应学习、课中情境模拟互动练习、课后智能推送与社群学习,以及全程数据跟踪与精准反馈,该模式显著提升了学生的自主学习能力、深化了师生互动、实现了个性化教学,并促进了教育资源的共享与公平。研究表明,翻转课堂模式在初中英语教学中具有创新性和实效性,为现代教育教学改革提供了新的思路和方向。

语言测试反拨效应下的初中英语听说教学现状调查

宁波市自2018年开始全面推行的中考英语听说自动化考试必然会对初中英语听说教学产生正负反拨效应。文章调查了宁波市中考英语听说测试改革背景下初中英语听说教学的现状。通过对243名学生和32名教师的调查发现,当前教师逐渐重视听说教学,教学质量提升;学生听说学习较为积极,但练习机械;教学以消极应试为导向,且教师缺乏研究意识。

基于英语学习活动观的英语阅读教学策略

“秉持英语学习活动观组织和实施教学”是英语新课标的教学建议。基于英语学习活动观的初中英语阅读教学,通过学习理解、应用实践和迁移创新等活动,能加深学生对教学语篇的理解,并促进其阅读思维、技能与情感价值观等方面的协同发展,切实提高学生阅读学习效益及学科核心素养发展成效。

初中英语教育与信息技术深度融合

在教学信息化的大势下,信息技术为初中英语教育带来了变革,但仍存在融合不充分的问题。本研究为初中英语信息教育提供一些具有可行性的建议,包括建立线上英语信息化教学资源库、利用信息技术为学生个性化定制学习计划、利用智慧化英语教学辅助技术,进一步实现初中英语教育与信息技术深度融合。本研究也对英语信息化教育手段实施过程中存在的教师对信息化教育态度消极、教师技术能力不足、学生电子产品使用不当、基础设施不完善、无功能齐全的软件这些问题提出解决方案,确保信息技术在初中英语教育中的有效应用。