深度分析初中英语阅读课堂教学

DeepLearning-OrientedInstructioninJuniorMiddleSchoolEnglishReadingClassesAbstract：Inthecontextofdigitalization,thereisanurgentneedforinnovationintheteachingofEnglishreadinginjuniorhighschools.ThisstudyfocusesonthetheoryofdeeplearningandexploresitsapplicationintheteachingofEnglishreadinginjuniorhighschool.Theinvestigationentailedtheadministrationofquestionnaires,interviews,andreadingcomprehensionteststoasampleof50ninth-gradestudentsfromamiddleschoolinXinxiangCity.Thefindingsrevealedthatthestudentsexhibitedasuboptimalreadingattitude,characterizedbyalackofenthusiasmforactivereadingandadeficiencyincomprehendingmainideas,reasoning,andjudgment.Whiletheimplementationofapedagogicalapproachgroundedintheprinciplesofdeeplearninghasyieldeddiscernibleoutcomes,certainchallengespersist,includingthemanifestationofaconspicuouslackofengagementamongsomestudents.ThisstudyoffersaframeworkforenhancingEnglishproficiency.Keywords：MiddleschoolEnglishreadingteaching;deeplearningtheory;teachingpractice;readingattitude;readingabilityChapter1IntroductionThischapteristheintroduction,whichfocusesonthebackgroundofthedissertation,thepurposeofthestudyandtheoverallstructureofthedissertation.1.1BackgroundofthestudyInthecontemporaryepochofaccelerateddigitalizationandinformationization,thefieldofeducationisleveragingtechnologicaladvancementstoenhancetheefficacyofteachingandlearning.However,juniorhighschoolEnglishreadinginstructionisindireneedofinnovationduetotheinherentlimitationsofconventionalmethodsinpersonalization,intereststimulation,andabilityenhancement.Inresponsetothesechallenges,thefieldhasembraceddeeplearningtheory,whichemphasizesdeepunderstanding,criticalthinking,andknowledgetransfer.ThistheoreticalframeworkprovidesafoundationforthereformofEnglishreadingteachingmethods.Concurrently,advancementsineducationaltechnology,suchasonlinelearningplatformsandintelligentsoftware,haverenderedtechnicalsupportfortheimplementationofdeeplearninginjuniorhighschoolEnglishreadingclassrooms.Thisdevelopmentenablesstudentstoaccessawealthofreadingresourcesandassiststeachersinconductingpreciseanalysesoflearningdata,therebyprovidingeffectiveguidancetostudentsindeepeningtheirlearning.Thisalignmentwiththenewera'sdemandsforcomprehensivestudentliteracyisofparamountimportance.Inaddition,theMinistryofEducationemphasizedintheOutlineofBasicEducationReformthatitisnecessarytogiveplaytothestudents'subjectivityintheimplementationofthecurriculum,andcultivatestudents'abilitytoexploreanddothingsdiligently,butthestatusquooftheEnglishhomeworkinmanymiddleschoolsisnotoptimistic,withalargenumberofmechanicalexercises,whichlackofrelevanceandarenotconducivetothedevelopmentofthestudents'thinking,soitisurgenttoimprovethequalityandefficiencyofjuniormiddleschoolEnglishhomeworkunderthe"double-reduced"policy.Underthepolicyof"doublereduction",thereisanurgentneedto"improvethequalityandefficiency"ofjuniorhighschoolEnglishhomework,anddeeplearningasanimportantpathforthegenerationofstudents'coreliteracy,theanalysisofjuniorhighschoolEnglishhomeworkdesignunderthebackgroundof"doublereduction"isparticularlycritical.Undertheeducationalbackgroundofthenewcurriculum,thetraditionaljuniorhighschoolEnglisheducationmodelisoutdatedandbackward,andthereisanurgentneedtoinnovateteachingmethods,guidestudentstodeeplearning,respectthestudent'smainposition,andimprovestudents'abilities.Atthesametime,therapiddevelopmentofartificialintelligencetechnology,educationinformatizationhasbecomethenewnormalofcollegeeducation,theapplicationofinformationtechnologytopromotethedevelopmentofeducation,inthecontextoftheincreasinglywidespreadinternationalapplicationofEnglishandtheever-increasingdemandforEnglishproficiency,artificialintelligencehasbroughtnewopportunitiesforEnglishteaching,whichisofgreatvaluetotheresearchonthechannelsandmethodsofEnglishwritingteachingfordeeplearninginthecontextoftheintelligentera,andalsoprovidesanimportantvaluefortheresearchonthejuniorhighschoolEnglishReadingclassroomteachingpracticeresearchprovidesareference.1.2researchpurpose Underthebackgroundofcontinuousinnovationineducation,theconceptofdeeplearninghasgraduallybecomethefocusofattentionandexplorationinthefieldofeducation.Thisstudyfocuseson"deeplearningasthecoreofjuniorhighschoolEnglishreadingclassroomteachingpractice"tocarryoutanin-depthinvestigation,anditsgoalhasamultidimensionalsignificance.Firstofall,studentsasthemainbodyoflearning,thechangeoftheirlearningmodeiscrucial.Foralongtime,studentsinjuniorhighschoolEnglishreadinglearningaremostlyinthestateofpassiveacceptanceofknowledge,anditisdifficulttofullymobilizetheirlearningenthusiasm.Thisstudyiscommittedtobreakingthispredicament,throughthewell-designedteachingpractice,todeeplyexcavateandstimulatestudents'intrinsicinterestinEnglishreading,toguidethemtodetachthemselvesfromtheroleofpassiveacceptanceofknowledge,andtoactivelydevotethemselvestotheprocessofknowledgeexploration.Insteadofmechanicallycompletingthereadingtasksassignedbytheteacher,studentsactivelyexploretheknowledgemysteriesinthereadingmaterialsbyvirtueoftheirinnerloveforEnglishreading,whichgreatlyenhancesstudents'autonomyandmotivationinEnglishreadinglearningandlaysagoodhabitualfoundationfortheirlifelonglearning.Atthesametime,theall-roundcultivationofstudents'coreliteracyinEnglishisoneofthecoretasksofthisstudy.WiththehelpofthedeeplearningmiddleschoolEnglishreadingteachingdesign,weturntheEnglishreadingclassroomintoacomprehensivecompetencecultivationplatform.Here,Englishreadingisnolongerlimitedtothemechanicallearningofvocabularyandgrammar,butbecomesatraininggroundforcultivatingstudents'criticalthinking,sothattheycanlearntothinkdeeply,analyzeandevaluatethereadingcontent;itbecomesanincubationbaseforcross-culturalcommunicationability,sothatstudentscanbroadentheirinternationalhorizonsandenhancetheirculturalunderstandingandtolerancethroughexposuretoreadingmaterialswithdifferentculturalbackground;itbecomesacradleforthecultivationofinformationintegrationandcreativity,sothatstudentscanlearntolearnfromthecorequalityoftheEnglishsubjectandtodevelopacomprehensiveabilityofreading.Itbecomesacradleforinformationintegrationandcreativeability,sothatstudentscanlearntoextractkeycontentsfrommassivereadinginformation,integrateandprocessthem,andstimulatecreativethinkingonthisbasis.Throughthisseriesofefforts,wewillachievesignificantrefinementofstudents'languageskills,in-depthcultivationoftheirculturalawareness,optimizationandupgradingoftheirthinkingquality,andcontinuousenhancementoftheirlearningability,soastolayasolidfoundationfortheirfutureacademicstudies,careerdevelopment,andcommunicationindailylife.Furthermore,astheorganizerandguideofteachingactivities,theinnovationandtransformationofteachers'teachingstrategiesplayakeyroleintheimprovementofteachingquality.ThisstudyiscommittedtomotivatingjuniorhighschoolEnglishteacherstoactivelypracticetheconceptofdeeplearninginreadingteachingandtobreaktheboundariesoftraditionalteachingmodels.Teachersareencouragedtoexploreandtrynewteachingmethods,suchasproject-basedlearning,cooperativeinquirylearning,etc.,tocarefullydesignreadingteachingactivitiesaccordingtotheactualsituationandlearningneedsofstudents,andtoprovidestudentswithmoretargetedandeffectivelearningguidance,soastopromotejuniorhighschoolEnglishreadingteachinginthedirectionofhigherqualityandmoreinlinewiththedevelopmentneedsofstudents.Finally,educationisahugeandcomplexsystem,juniorhighschoolEnglishreadingteachingasanimportantpartofit,itsreformandinnovationforthedeepeningofthewholeeducationsystemhasanimportantroleinpromotingthedevelopment.ThroughthispracticalstudyofdeeplearninginjuniorhighschoolEnglishreadingclass,weexpecttosummarizeasetofeffectiveteachingexperienceandateachingmodewithpopularizationvalue,andtoextractresearchresultswiththeoreticalguidancesignificance,soastoprovideusefulreferencefortheteachingreformofotherdisciplines,andtopromotethesustaineddevelopmentandprogressofthewholeeducationfieldinteachingconcept,teachingmethod,teachingevaluationandotheraspects.Itwillalsopromotethecontinuousdevelopmentandprogressofthewholeeducationfieldinteachingconcepts,teachingmethods,teachingevaluationandotheraspects,andcontributetothecultivationofhigh-qualitytalentsadaptedtotheneedsofthenewera.1.3OverallstructureofthepaperThisthesisconsistsofthefollowingsixchapters.Chapter1istheintroduction,whichdescribesthebackgroundoftheresearch,thepurposeofthestudyandtheoverallstructureofthethesis;Chapter2isaliteraturereview,whichfocusesondeeplearning,Englishreading,therelationshipbetweendeeplearningandEnglishreadingteaching,aswellastherelevanttheoreticalfoundations;Chapter3focusesontheresearchmethodology,includingtheresearchquestions,subjects,instruments,datacollectionandanalysis;Chapter4focusesonimprovementstrategies.Improvementstrategiesareproposedfromfouraspects:stimulatinginterest,improvingability,optimizingtheclassroomandpayingattentiontospecialgroupstooptimizetheteachingofEnglishreadingclassroominde-juniorhighschoolandpromotedeeplearning.Chapter5concludesthefulltextbysummarizingtheresearchfindings,includingthemainfindings,educationalsignificanceandlimitationsofthestudy,aswellassomesuggestionsforfurtherresearch.Chapter2LiteratureReviewThischaptermainlyintroducesdeeplearning,EnglishreadingandEnglishreadingteaching,therelationshipbetweendeeplearningandEnglishreadingteaching,andtherelatedtheoreticalbasis.2.1deeplearningDeeplearningisalearningstylethathelpsstudentsapplywhattheyhavelearned.Inordertoexplaindeeplearning,thissectionexplainsthreeaspectsofdeeplearning:definition,characteristicsanddeeplearningcycle.2.1.1DefinitionofDeepLearningDeeplearningisalearningmodethatfocusesonthedeepunderstandingandinternalizationofknowledge,whichbreaksthroughthelimitationsoftraditionalshallowlearningthatonlystaysinthesurfacememorizationandsimpleapplicationofknowledge.Indeeplearning,learnersparticipateinthelearningprocesswithanactiveattitude,andnolongerpassivelyacceptknowledgeinstillation.Intermsoflearningobjectives,in-depthlearningaimstobuildasystematicandcompleteknowledgesystem,notbeingsatisfiedwiththemasteryofisolatedknowledgepoints,butexploringin-depththeintrinsiclogicalconnectionsbetweenknowledge,integratingnewknowledgeintotheexistingcognitivestructure,andrealizingtheintegrationandcoherenceofknowledge.Forexample,whenstudyinghistory,onedoesnotjustmemorizethetime,placeandcharactersofmajorevents,butanalyzesindepththepolitical,economic,culturalandotherfactorsbehindtheevents,aswellasthefar-reachingimpactoftheseeventsonthesubsequentcourseofhistory,soastounderstandthelineageandpatternofhistoricaldevelopment.Intermsoflearningmethods,deeplearningemphasizescriticalthinkingandindependentinquiry.Learnersnolongerblindlyacceptready-madeconclusions,butquestion,analyzeandevaluatewhattheyhavelearned.Whenfacedwithascientifictheory,theywillthinkaboutitsbackground,experimentalbasis,limitationsandrelationshipwithotherrelatedtheories.Throughindependentaccesstoinformation,designingexperiments,discussingandcommunicatingwithothers,theywilldigdeeperintotheessenceofknowledgeandcultivatetheabilityofindependentthinkingandproblemsolving.Therefore,deeplearningisaneducationalmodelthatemphasizesthedepthofunderstandingandlearning,promptingstudentstofurtherexplore,processandreflectonthisknowledgeonthebasisofmasteringtheframeworkofbasicknowledge.REF_Ref195689811\r\h[11]Atthelevelofemotionalattitude,deeplearningstimulateslearners'intrinsicmotivationandcuriosity.Becauseoftheirstrongdesireandpursuitofknowledge,learnersactivelyinvesttimeandenergytoovercomedifficultiesandfrustrationsinthelearningprocessandenjoythefunofexploringtheunknown.Theso-calleddeeplearningreferstothemeaningfullearningprocessinwhichstudentsareledbyteachersaroundchallenginglearningthemes,activelyparticipatewholeheartedly,experiencesuccess,andgaindevelopment.REF_Ref195689838\r\h[16]Forexample,studentswhoarecuriousaboutthemysteriesoftheuniversewilltaketheinitiativetoreadalargenumberofastronomybooks,watchpopularsciencedocumentaries,andeventrytoobservethestarswithatelescope,constantlyexpandingtheboundariesoftheirknowledgeinthefieldofastronomy.Theresultsofdeeplearningarereflectedintheabilitytoflexiblytransferwhathasbeenlearnedtonewsituationsandsolvecomplexandchangingpracticalproblems.Whenlearnersmasterthemethodofmathematicalmodeling,theywillnotonlybeabletosolvemathematicalproblemsintextbooks,butalsobeabletousethemethodtoanalyzeandsolvepracticalproblemsinvolvingmathematicalmodelsinthefieldsofeconomics,physics,engineeringandotherfields,torealizethecross-fieldapplicationofknowledge,totrulyputwhattheyhavelearnedtouse,andtoenhancetheircomprehensiveliteracyandabilitytoadapttothedevelopmentofthefuturesociety.2.1.2FeaturesofDeepLearningManyscholarshaveputforwarddifferentviewsonthecharacteristicsofdeeplearning.Aftercomparingsimplelearninganddeeplearning,foreignscholarsEricJensenandLeannNickelsenhavefurtherclarifiedthecoreessenceofdeeplearning:deeplearningneedstoconstructacompletelearningrouteandfollowmanyrequirementsandrules.DomesticexpertsProf.LiJiahouandProf.HeLingputforwardthat"deeplearningisthelearningbasedonunderstanding,wherelearnerscancriticallylearnnewideasandfacts,integratethemintotheoriginalcognitivestructure,makeconnectionsamongmanyideas,andmigrateexistingknowledgetonewsituations,makedecisionsandsolveproblems.REF_Ref195695933\r\h[18]Firstofall,deeplearningisnotaboutlearningisolatedknowledgepointsinisolation,butaboutbuildingacoherentandsystematiclearningpathbasedonaspecificlogicandsequence.Justlikelearningmathematics,startingfromthemostbasicconceptualknowledge,graduallydeepeningtothederivationprocessoftheorems,andfinallyextendingtopracticalapplications,thuscreatingacompleteknowledgechain,helpinglearnerstomastertheknowledgesystemfromshallowtodeep,comprehensiveandthorough.Second,in-depthlearninghasclearandexplicitnormsandstandards.Atthelevelofresearchmethodology,scientificprocessstepsshouldbestrictlyfollowed;atthelevelofknowledgemastery,specificobjectivesareset;inthelearningprocess,appropriatelearningstrategiesandmethodsshouldbeutilizedtolearninaccordancewiththenorms.Takingthescienceexperimentcourseasanexample,studentscanonlyensuretheeffectivenessandaccuracyoflearningbystrictlyfollowingaseriesofrulessuchasexperimentaldesign,standardizedoperation,accuratedatarecordingandin-depthanalysis.Thirdly,in-depthlearningrequireslearnerstocomprehendtheintrinsicmeaning,principlemechanismandessentialfeaturesofknowledge,andtobeabletoexplainandelaboratethemclearlyintheirownwords.Takethelawofconservationofmassinchemistryasanexample,notonlyshouldweremembertheconceptof"thesumofthemassesofthesubstancesparticipatinginachemicalreactionisequaltothesumofthemassesofthesubstancesproducedafterthereaction",butweshouldalsounderstandthatitsessenceisthatthetypes,numbersandmassesofatomsinachemicalreactionremainunchanged,andweshouldbeabletoexplainthephenomenasuchastheincreaseofthemassofironaftercombustioninoxygenbecauseoxygenparticipatesinthereaction,andsoon.Oxygenisinvolvedinthereaction.Thisistheembodimentofdeeplearningbasedonunderstanding.Fourthly,intheprocessofdeeplearning,learnersshouldnotblindlyacceptnewideasandfactsintheirentirety,butratherengageinin-depththinkinganddetailedanalysis.Whenreadingacademicpapersat,theywillquestionthereasonablenessoftheresearchmethodsusedinthepapers,thereliabilityofthedata,andthegeneralapplicabilityoftheconclusions,etc.Bycomparingdifferentacademicviews,theywillgraduallyformtheirownjudgmentsandinsights,andthenunderstandtheknowledgeinamorein-depthway.Takingthetheoryoflearningpsychologyasanexample,learnerswillconsiderwhetherMaslow'shierarchyofneedstheorycanfullyexplainhumanbehaviorandmotivation,howapplicableitisindifferentcultures,andwhetherthereareotherfactorsthathavenotbeentakenintoconsideration,etc.Theywillformtheirownobjectiveevaluationsofthetheorybyconsultinginformationandcomparingwithothertheories.Fifthly,deeplearningmeansthatlearnershavetoorganicallyintegratethenewlyacquiredknowledgewiththeirexistingknowledgereservesandlifeexperiences,soastoperfecttheircognitivestructure.Forexample,afterlearningphotosynthesisinplantsandthenlearningrespiration,theycanestablishacloseconnectionbetweenthetwointermsofmaterialtransformationandenergymetabolism,integraterespiration-relatedknowledgeintotheexistingbiologicalknowledgesystem,andmaketheirowncognitivestructurericherandmorecomplete.Sixthly,deeplearningcanenablelearnerstokeenlydiscoverthelatentconnectionsbetweendifferentfieldsofknowledgeanddifferentpointsofknowledge,sothattheycananalyzeproblemsmorecomprehensivelyandviewvariouspointsofknowledgeinaconnectedmanner.Forexample,whenlearningabouthistoricalevents,learnersareabletoorganicallylinkpolitical,economic,culturalandotherdimensions,andcomprehensivelyanddeeplyunderstandthebackground,developmentandimpactoftheevents,soastobuildaninterrelatedandintertwinedknowledgenetwork,ratherthanviewingeachknowledgepointinisolationandone-sidedly.Finally,deeplearningallowslearnerstoflexiblyandskillfullyapplywhattheyhavelearnedinaparticularcontexttootherbrandnewcontexts,thuscombiningtheoryandpracticetoachievetheapplicationoflearning.Forexample,afterlearningthesamplingmethodinstatistics,inmarketresearch,simplerandomsampling,stratifiedsamplingandothermethodscanbeappliedtodrawconsumersamplestounderstandconsumersatisfactionwithaproduct,anddrawconclusionsthroughstatisticalanalysistoprovideabasisforproductimprovementandmarketstrategydevelopment.2.1.3CyclesofDeepLearningJensenandNickelsenproposedtheDeepLearningCyclein2008,whichisalsoregardedasthesevenpedagogicalstepstoachievedeeplearning.Thewholeteachingandlearningprocessconsistsofthreekeystages:before,duringandafterthelesson.REF_Ref195695556\r\h[6]Stage1:Pre-course.Thisphasecoversthreemainsteps:designingstandardsandcurriculum,pre-assessmentandcreatingapositivelearningenvironment.Step1:Designstandardsandcurriculumsystem.Beforeclass,teachersneedtointegrateandorganizethelearningcontentofthewholeunitafterstudyingthecurriculumoutline,andthensetreasonableteachingobjectives.Atthesametime,teachersshouldguidestudentstofocusonkeyinformationtoensurethatclassroomteachingisbothfullandcoherent.Step2:Pre-assessment.Thisstepisdesignedtohelpteachersunderstandstudents'learninglevels,needs,andpreferencessothattheycandesignlessonsthatbettermeetstudents'needs.Italsogivesteacherstheopportunitytogettoknowtheirstudentsbetter,layingthegroundworkforthenextsteps.Step3:Createapositivelearningatmosphere.Asenseofsecurityandbelonging,aswellascordialteacher-studentandpeerrelationships,areimportantcomponentsofapositivelearningatmosphere.Suchanenvironmentallowsstudentstomaintainapositiveemotionalstateandengageinlearninginabetterstate,creatingafavorableatmospherefordeeplearning.Stage2:In-class.Thisphaseconsistsofthreemainsteps:preparationandactivationofacquiredknowledge,acquisitionofnewknowledge,andin-depthprocessingofknowledge.Step4:Prepareandactivatewhathasbeenlearned.Studentlearningbeginswithafoundationofpriorknowledge.Teacherscanhelpstudentsrecallwhattheyhavealreadylearnedbyaskingquestionsororganizingdiscussionstoprepareandactivateknowledgerelatedtothetargetlearningcontent.Withthesupportofthisstep,studentsareabletointegratepriorknowledgeintotheircurrentcognitivestructuresonthebasisofcomprehension,whichleadstotheacquisitionofnewknowledgeandtheintegrationofoldandnewknowledge.Step5:Acquirenewknowledge.Oncestudentshaveactivatedwhattheyhavelearned,theycanbegintoacquirenewandrelevantinformation.Studentscancollectinformationthroughjournals,websites,andotherchannels,andthensharetheirinsightsandfeelingswiththeteacherorclassmates.Inaddition,sinceeveryone'sbrainreceivesinformationindifferentways,teachersneedtoconsiderthisdifference,respectstudents'differences,tailorteachingtostudents'needs,andusediverseteachingstrategiestohelpstudentsacquireknowledge.Step6:DeepProcessingofKnowledge.Thisstepisthecoreofthewholeprocess.Deepprocessingofknowledgeimpliesthatstudentsareabletointernalizeknowledgeinagivencontext,transformingdeclarativeknowledgeintoproceduralknowledge.Byintegratingthelearnedknowledgeintotheirowncognitivestructure,studentsarethusablenotonlytodescribeandexplaintheknowledge,butalsototransferandapplytheknowledgetosolveproblemsinnewcontexts.Stage3:Afterschool.Thisphaseconsistsofonestep:assessingstudentlearning.Step7:Assessingstudentlearning.Assessmentiscrucialforstudentstoidentifydeficienciesinthelearningprocessandbettermasteryofknowledge.Assessmentcanidentifydeficienciesinthemasteryofknowledgeandtakecorrespondingimprovementmeasuressoastobettermasterknowledge.Intermsofassessmentcontent,teachersshouldnotonlyassessstudents'performanceinknowledgelearning,butalsoevaluatetheirperformanceintheprocessofknowledgeprocessing.Intermsofassessmentmethods,teacherscanuseavarietyofways,suchasteacherassessment,peerassessmentandstudentself-assessment.2.2EnglishReadingandEnglishReadingTeachingThispartdescribesthedefinitionofEnglishreading,PrinciplesofTeachingEnglishReading,andModelsofTeachingEnglishReading.2.2.1DefinitionofReadinginEnglishReadinginEnglishisanimportantpartofacquiringlanguageknowledge.EnglishreadingisaprocessofcognitivelyconstructinginformationinwrittenEnglishtextswiththehelpofverbalactivitiesinside.WangQiangandChenZehangin2016pointedoutthatreadingisnotsimplyacquiringsurfaceinformationofatext,butisaprocessofconstantspeculation,inwhichreadersneedtoexcavatewhattheauthorhasnotdirectlyelucidated.REF_Ref195697348\r\h[9]Fromtheperspectiveofcurriculumtheory,ChenXuefeiproposedin2014thatreadingisacontinuousmentalactivityinwhichreadersperceive,process,andunderstandthetextwiththeirexistingknowledgesoastoformanewcognitiontofittheauthor'screativeintention.REF_Ref195697416\r\h[5]Inaddition,WangQiangandChenZehang(2016)showedthatEnglishreadingabilitycoversdecodingability,informationcomprehension,andtheabilitytousecognitiveandmetacognitivestrategies.REF_Ref195696039\r\h[14]2.2.2PrinciplesofEnglishReadingTeachingTheEnglishLearningActivityViewissignificantinEnglishteachingandopensupnewideasformiddleschoolEnglishreadingteaching.Toensurethatreadingteachingisscientificandreasonable,teachersneedtofollowthefollowingprinciplesintheteachingprocess:Firstistheprincipleofautonomy.Inthepast,Englishteachingfocusedonvocabularyandgrammarinculcation,andinthereadingclassroom,studentsweremostlyinthestateofpassiveacceptanceofknowledge,andlackedtheopportunityofactiveparticipationandpracticalapplicationofknowledge.Thisteachingmodesuppressesstudents'interestinreadingandindependentthinking,andrestrictstheimprovementoftheirreadingabilityandcomprehensiveliteracy.Therefore,injuniorhighschoolEnglishreadingteaching,teachersshoulddesignrichanddiversifiedteachingactivities,givestudentsmoreopportunitiestopractice,andletstudentsbecomethemainbodyoftheclassroom.Forexample,inEnglishreadinghandbills,studentschoosethereadingtextindependentlyandrefinetheessenceofthecontenttobepresentedonthehandbills;inEnglishreadingskits,studentsadaptandperformthescriptsaccordingtothestoriestheyread.Throughtheseactivities,students'interestinreadingisstimulated,theirabilityandhabitofindependentlearningarecultivated,andstudentsarenolongerdependentonteachers'explanationsbutactivelyexploreknowledge.Secondly,Englishreadingteachingshouldfollowtheprincipleofindividuali