本科学生毕业论文（设计）
Undergraduate graduation thesis (design)

2025年 月 日
Year Month Day

目录
Table of Contents

摘要….………...…...................................................................................I
Abstract...................................................................................I

Abstract...………………….……..……………………………………...II

引言…………………………………………………..…….................….5
Introduction…………………………………………………..…….................….5

1. DRTA教学法…………………………….................................…...….7
1. DRTA Teaching Method…………………………….................................…...….7

1.1 DRTA教学法的定义.....................................................................7
1.1 Definition of the DRTA Teaching Method.....................................................................7

1.2 DRTA教学法的内涵与基本原则.…………………….............7
1.2 Connotation and Basic Principles of the DRTA Teaching Method.…………………….............7

1.3 DRTA教学法的具体环节......................................................8
1.3 Specific Steps of the DRTA Teaching Method......................................................8

2. 初中英语阅读教学现状分析............................................................9
2. Analysis of the Current Situation of Junior High School English Reading Teaching............................................................9

2.1 初中英语阅读教学的现状....................................................9
2.1 Current Situation of Junior High School English Reading Teaching....................................................9

2.2 存在问题及原因分析............................................................9
2.2 Analysis of Existing Problems and Causes............................................................9

3. 基于DRTA教学法的初中英语阅读教学实践….….……........11
3. Teaching Practice of Middle School English Reading Based on DRTA Teaching Method…………........11

3.1 教学研究设计与实施……….............………………………..11
3.1 Research Design and Implementation of Teaching Studies……….............………………………..11

3.2 教学效果与评价....................…………………………...……12
3.2 Teaching Effectiveness and Evaluation....................…………………………...……12

3.3 教学反思................................……………………………..….15
3.3 Teaching Reflection................................……………………………..…15

Conclusion....……………………………...………..………..................17

Bibliography …………….…………….……………..…………...........18

Acknowledgements

Appendix I Questionnaire

Appendix Ⅱ Interview

摘要
Abstract

DRTA（Directed Reading Thinking Activity）教学法侧重让学生在阅读中建构知识，注重学生对基于文本的拓展和思考，其教学基本模式为：预测-阅读-验证。《义务教育英语课程标准（2022版）》强调英语教学应注重学生思维品质的发展和学习效能感的提升。因此，本文将DRTA（Directed Reading Thinking Activity）教学法与初中英语阅读教学实践相结合，进行具体的教学设计及实践，并通过问卷调查和访谈的方法，收集并分析数据，得出如下结论，（1）DRTA教学法对初中生英语阅读的积极性产生了显著的正面影响；（2）DRTA教学法有助于改善初中生被动和机械式的英语阅读习惯，并且能培养学生有意识去使用预测，注释，提问，分析评价，总结等阅读策略。
The DRTA (Directed Reading Thinking Activity) teaching method focuses on enabling students to construct knowledge through reading, emphasizing the expansion and reflection of students based on the text, and its basic teaching model is: prediction-reading-verification. The "English Curriculum Standards for Compulsory Education (2022 Edition)" emphasizes that English teaching should focus on the development of students' thinking quality and the enhancement of their learning efficacy. Therefore, this paper combines the DRTA (Directed Reading Thinking Activity) teaching method with the practice of junior high school English reading teaching, carries out specific teaching design and practice, and collects and analyzes data through questionnaires and interviews, and draws the following conclusions: (1) The DRTA teaching method has a significant positive impact on the enthusiasm of junior high school students for English reading; (2) The DRTA teaching method helps to improve the passive and mechanical English reading habits of junior high school students, and can cultivate students' conscious use of prediction, annotation, questioning, analysis and evaluation, and summary reading strategies.

本研究有助于帮助解决现今初中英语阅读教学中存在的部分问题，并对提升阅读教学质量提供了借鉴。
This study helps to address some of the existing problems in the current junior high school English reading teaching and provides reference for improving the quality of reading teaching.

关键词：DRTA教学法；初中英语阅读教学；应用
Keywords: DRTA teaching method; junior high school English reading teaching; application

引言
Introduction

1.1 理论介绍
1.1 Theory Introduction

DRAT（Directed Reading Thinking Activity）是由美国学者C.N.Dixon和D.D.Nessel等人在英国语言学家 Russell Stauffer（1969）的DRL（Directed Reading Lesson）基础上提出的一种“指导性阅读思维活动”。Dixon和Nessel（1992）认为阅读是学习者构建意义的一个过程；美国心理学家Goodman（1967）认为阅读是“心理猜测游戏”，即主动的“猜测-证实”的活动，是一种阅读对象与阅读者相互作用的过程。DRTA则表明阅读的过程不仅是词汇和语法学习的过程，更是读者与阅读材料之间，学习和应用语言之间的积极互动的过程。教师应当在这个过程中充当向导的角色，不仅应该提供一些恰当的问题来激发学生的批判性思维，还必须通过对阅读材料的深入分析来提出更加有价值和极具思想性的问题，鼓励学生在问题的导向下对问章进行深度阅读。（柯靖恺，2020）这是一种“自上而下”的阅读教学模式，也就是教师通过引导学生积极地参与阅读，在教学活动中激活学生的心理图式，调动学生的已有知识经验，对文本内容进行预测、假设、验证，最终理解文本的过程。这种教学法分为预测、阅读和验证三个阶段。
DRAT (Directed Reading Thinking Activity) is a teaching method proposed by American scholars C.N. Dixon and D.D. Nessel, based on the DRL (Directed Reading Lesson) proposed by British linguist Russell Stauffer (1969). Dixon and Nessel (1992) believe that reading is a process of constructing meaning by learners; American psychologist Goodman (1967) considers reading as a "psychological guessing game," that is, an active "guess-verify" activity, which is a process of interaction between the reading object and the reader. DRTA indicates that the process of reading is not only a process of learning vocabulary and grammar, but also an active interaction process between the reader and the reading material, and between learning and applying language. Teachers should act as guides in this process, not only providing some appropriate questions to stimulate students' critical thinking, but also through in-depth analysis of the reading material to propose more valuable and thought-provoking questions, encouraging students to conduct in-depth reading of the text under the guidance of questions. (Ke Jingkai, 2020) This is a "top-down" reading teaching model, that is, teachers guide students to actively participate in reading, activate students' mental schemas in teaching activities, mobilize their existing knowledge and experience, predict, hypothesize, and verify the content of the text, and finally understand the text. This teaching method is divided into three stages: prediction, reading, and verification.

1.2研究对象
1.2 Research Object

本次DRTA教学法将选取永州市某中学初二年级的一个班级作为教学实验对象，学生共61名，其中男生37名，女生24名。学生的年龄介于13-15周岁之间。根据Jean Piaget的认知发展理论，孩子的认知发展阶段可以被分成四个阶段：第一阶段是0-2岁，被称之为感觉运动阶段；第二阶段是2-7岁，被称之为前运算阶段；第三阶段为7-11岁，被称之为具体运算阶段；第四阶段为12-15岁，被称之为形式运算阶段。不同的阶段有不同的认知特点。处于形式运算阶段的学生基本上都有着相似的认知特点。在形式运算阶段，学生的思维可以摆脱特定事物的束缚，可以运用语言，重构思维中的事物和过程来解决问题。
This DRTA teaching method will select a class of grade 8 students from a middle school in Yongzhou City as the teaching experiment object, with a total of 61 students, including 37 boys and 24 girls. The students' ages range from 13 to 15 years old. According to Jean Piaget's theory of cognitive development, children's cognitive development can be divided into four stages: the first stage is 0-2 years old, known as the sensorimotor stage; the second stage is 2-7 years old, known as the preoperational stage; the third stage is 7-11 years old, known as the concrete operational stage; the fourth stage is 12-15 years old, known as the formal operational stage. Different stages have different cognitive characteristics. Students in the formal operational stage generally have similar cognitive characteristics. In the formal operational stage, students can free their thinking from the constraints of specific objects, can use language to reconstruct objects and processes in their thinking to solve problems.

1.3国内外研究动态
1.3 Research Dynamics at Home and Abroad

国内外很多学者都对DRTA教学法进行了一系列研究，主要是从DRTA教学法的概念界定、实际应用和对学生思维发展的影响三个方面进行了研究。
Many scholars at home and abroad have conducted a series of studies on the DRTA teaching method, mainly focusing on the three aspects of the conceptual definition, practical application, and impact on students' thinking development of the DRTA teaching method.

从DRTA教学法的概念界定方面出发，学者Ianatut在Strategi Directed Reading Thinking Activity (DRTA)(2019)中提出DRTA教学法有着其自身的优点和缺点，它包含多种类型的阅读策略，可被应用到很多种学科教学当中；学者Bruner（2011）在I Don’t Get It!: Helping Students Understanding What They Read中提出在DRTA当中，阅读实际上是学生进行思考的过程，其结合自身经验来重建作者表达的观点。
Starting from the conceptual definition of the DRTA teaching method, scholar Ianatut proposed in Strategi Directed Reading Thinking Activity (DRTA) (2019) that the DRTA teaching method has its own advantages and disadvantages, including various types of reading strategies that can be applied to many disciplines; scholar Bruner (2011) proposed in I Don’t Get It!: Helping Students Understanding What They Read that in DRTA, reading is actually a process of thinking for students, where they reconstruct the author's expressed views based on their own experience.

从DRTA教学法的实际应用方面出发，学者朱慧在《DRTA教学法在初中英语童话阅读教学中的实践探究》（2020）中提出英语阅读教学是以语篇为载体，学生主动构建意义的过程。在英语童话阅读教学中，使用DRTA阅读教学法来进行授课，能更好的为学生创设理想的学习环境，激发学生的推理、分析、鉴别的学习情境，同时给学生提供丰富的信息资源、处理信息的工具以及适当的帮助和支持。
Starting from the practical application of the DRTA teaching method, scholar Zhu Hui proposed in the paper "Practice and Exploration of DRTA Teaching Method in Junior High School English Fairy Tale Reading Teaching" (2020) that English reading teaching is a process of students actively constructing meaning with the text as the carrier. In the teaching of English fairy tale reading, the use of DRTA reading teaching method can better create an ideal learning environment for students, stimulate students' reasoning, analysis, and discrimination learning situations, and at the same time, provide students with abundant information resources, tools for information processing, and appropriate help and support.

从DRTA教学法对学生思维发展的影响的方面出发，学者许丽在《DRTA教学法在英语阅读教学中促进批判性思维的应用》（2023）中提出DRTA教学法是在传统的教师指导进行阅读并完成阅读任务的模式下，将学生思考恰当的融入其中，变成有教师指导的学生阅读并思考的阅读思维活动；学者Safitri, Melisa, Saiful Marhaban，和Nira Erdiana在A review of Directed Reading Thinking Activity (DRTA) strategy in teaching reading comprehension（2022）中提出DRTA是一种让学生积极参与文本，鼓励学生根据给定的关键词对文本进行预测的教学策略，对于提升学生的阅读能力和思辨能力非常有用；学者张本琼在《运用DRTA阅读教学法培养学生阅读能力》（2017）中提出注重DRTA教学的每一个环节，有助于学生养成良好的阅读习惯，渗透终身阅读的观念以及提升人文素养和思辨能力，同时也为提升英语课堂效率打下了坚实的基础；
Starting from the aspect of the impact of the DRTA teaching method on students' thinking development, scholar Xu Li proposed in the paper "Promoting the Application of Critical Thinking in English Reading Teaching with DRTA Teaching Method" (2023) that the DRTA teaching method integrates students' thinking appropriately in the traditional teacher-guided reading and completion of reading tasks model, transforming it into a reading and thinking activity with teacher guidance; scholars Safitri, Melisa, Saiful Marhaban, and Nira Erdiana proposed in A review of Directed Reading Thinking Activity (DRTA) strategy in teaching reading comprehension (2022) that DRTA is a teaching strategy that encourages students to actively participate in the text, prompting them to predict the text based on given keywords, which is very useful for improving students' reading and critical thinking abilities; scholar Zhang Benqiong proposed in the paper "Cultivating Students' Reading Ability by Using DRTA Reading Teaching Method" (2017) that focusing on every link of DRTA teaching helps students develop good reading habits, permeate the concept of lifelong reading, and improve humanistic quality and critical thinking abilities, laying a solid foundation for improving the efficiency of English classrooms.

1.4 研究意义
1.4 Research Significance

长期以来，英语阅读教学只是关注学生对于文本的表层理解，即从文章中获取信息和知识，将课堂作为掌握语言知识和语言技能的载体。在这种教学模式下，学生处于被动的学习状态，他们在“阅读”，而不是“悦读”，难以体会到阅读的乐趣，找不到阅读的方向，因而也无法激发持续阅读的欲望。并且，当前DRTA教学法主要应用于高中或大学英语阅读教学，应用于初中英语阅读教学的研究相对较少（闫贞珍，2020）本研究基于DRTA教学法与初中英语阅读理解教学实践相结合，将DRTA教学法的核心理念和步骤融入中学英语阅读理解教学，有利于摆脱传统教学的弊端，以达到激发学生的阅读兴趣，改进学生阅读策略以及提高学生英语阅读积极性的目的。
For a long time, English reading teaching has only focused on students' surface understanding of texts, that is, obtaining information and knowledge from the articles, and using the classroom as a carrier for mastering language knowledge and skills. Under this teaching model, students are in a passive learning state, and they are "reading" rather than "enjoying reading", which makes it difficult for them to experience the fun of reading, find the direction of reading, and thus cannot stimulate the desire for continuous reading. Moreover, the current DRTA teaching method is mainly applied to senior high school or college English reading teaching, and there is relatively little research on its application in junior high school English reading teaching (Yan Zhenzhen, 2020). This study combines the DRTA teaching method with the practice of junior high school English reading comprehension teaching, integrating the core concepts and steps of the DRTA teaching method into junior high school English reading comprehension teaching, which is beneficial to get rid of the disadvantages of traditional teaching and achieve the purpose of stimulating students' interest in reading, improving students' reading strategies, and enhancing students' English reading enthusiasm.

1.5 论文框架
1.5 Paper Framework

本文主要研究DRTA教学法应用到初中英语教学过程中的教学设计和所产生的影响。因此，本文的主要研究内容包括以下几个部分。
This paper mainly studies the teaching design and the impact of applying the DRTA teaching method in the process of junior high school English teaching. Therefore, the main research contents of this paper include the following parts.

第一部分，引言部分。主要对论文的研究背景进行阐述来表明研究的必要性，并论述了本研究的理论意义和现实意义，对论文的研究目的、研究对象、研究方法和研究框架进行介绍。
The first part, the introduction section. It mainly elaborates on the research background to demonstrate the necessity of the research, and discusses the theoretical and practical significance of this study. It also introduces the research objectives, research objects, research methods, and research framework.

第二部分，文献综述部分。主要对论文研究所涉及的文献开展综合性论述，重点以英语阅读教学和DRTA教学法作为关键词开展研究，收集和整理了大量国内外相关研究文献，为本文的进一步研究提供依据。
The second part, the literature review section. It mainly conducts a comprehensive discussion of the literature involved in the research, focusing on English reading teaching and DRTA teaching method as keywords. It collects and organizes a large number of relevant domestic and foreign research literature, providing a basis for the further research of this paper.

第三部分，这一部分主要分析了初中英语阅读教学的现状，存在问题以及原因分析。
The third part, this part mainly analyzes the current situation, existing problems, and cause analysis of junior high school English reading teaching.

第四部分，基于DRTA教学法的初中英语阅读教学实践。基于DRTA教学法进行初中英语阅读教学设计，呈现出初中英语阅读教学的新的教学方式和过程。并通过确定研究对象、研究方法、研究过程和研究工具等要素，设计调查问卷和访谈提纲，从而获得实验所需数据，并进行分析。
The fourth part, the practice of junior high school English reading teaching based on the DRTA teaching method. Based on the DRTA teaching method, the design of junior high school English reading teaching is presented, showing a new teaching method and process of junior high school English reading teaching. By determining the research objects, research methods, research process, and research tools, questionnaires and interview guidelines are designed to obtain the necessary data for the experiment and analyze them.

第五部分，结论与展望。主要是对论文的研究结论进行总结，并分析其中的不足和未来的研究方向。
The fifth part, Conclusion and Prospects. It mainly summarizes the research conclusions of the paper and analyzes the deficiencies and future research directions.

第一章 DRTA教学法
Chapter 1: DRTA Teaching Method

1.1 DRTA教学法的定义
1.1 Definition of DRTA Teaching Method

DRTA（Directed Reading Thinking Activity），也就是“有导向的阅读思考活动”教学方法，最早是由美国学者迪克逊（Dixon）和尼森尔（Nessel）在1992年所提出来的（Lems，Leah，& Tenena，2010）。从实际应用来看，DRTA教学法主要可分为阅读前、阅读中、阅读后这三个主要阶段：阅读前由学生对文本进行预测，阅读中由学生带着自己的预测开展文本阅读并不断通过收集信息来做进一步预测，阅读后由学生通过对比验证自己之前做出的预测。在实际教学过程中，教师一般都会把一篇文章分解成为几个部分，再分步让学生进行阅读，促使学生通过精读来回答教师提出的更高阶问题。而引导步骤通常分为：第一步，学生对于作者的意图产生疑虑和探究欲望；第二步，学生根据做出的预测阅读文本，并在此过程中不断获取相关信息，做出更进一步预测；第三步，学生从获取的信息当中打消了疑虑和欲望。由此可见，在DRTA教学当中，预测对于培养学生带有目的阅读能力有着十分重要的作用。在这个过程中，教师通过提出问题来促使学生激活其之前积累的相关知识和经验，同时运用文章中的标题和图片等线索进一步刺激学生，帮助其形成准确的预测，从而锻炼学生能力。
DRTA (Directed Reading Thinking Activity), which stands for "Directed Reading Thinking Activity," is a teaching method first proposed by American scholars Dixon and Nessel in 1992 (Lems, Leah, & Tenena, 2010). From the perspective of practical application, the DRTA teaching method can be mainly divided into three main stages: pre-reading, during-reading, and post-reading. In the pre-reading stage, students predict the text; in the during-reading stage, students conduct text reading with their own predictions and continuously collect information to make further predictions; in the post-reading stage, students verify their previous predictions through comparison. In the actual teaching process, teachers generally divide an article into several parts and guide students to read step by step, prompting students to answer higher-level questions through intensive reading. The guiding steps usually include: the first step, students have doubts and curiosity about the author's intention; the second step, students read the text based on their predictions and continuously obtain relevant information during the process, making further predictions; the third step, students dispel their doubts and desires from the information obtained. It can be seen that in the DRTA teaching, prediction plays a very important role in cultivating students' purposeful reading ability. In this process, teachers prompt students to activate their previously accumulated relevant knowledge and experience through questions, and at the same time, use clues such as titles and pictures in the article to further stimulate students, helping them to form accurate predictions and thus exercise their abilities.

在教学活动过程中，DRTA教学法具备以下两个方面的优势。一方面，在初中英语阅读教学中运用DRTA教学法可以将学生被动接受式的阅读转变为主动积极式的交互（张成，2017）。它主要强调学生需通过开展预测、推测和验证结论来不断提高其阅读理解能力，而做出的这些预测、推测和结论也是在前期不断的知识和经验积累基础上完成的。另一方面，DRTA教学法是开放与自由，鼓励学生主动思考、构建意义，并勇于表达个人见解和观点。（陆建祥，2012）它营造了一个充满活力和积极性的教学氛围：教师和学生都在朝着所理解的共同目标前进，并且在课堂上不断进行背景信息和经验的分享，使课堂变得十分活跃而更有意义。实际上DRTA教学模式的新颖和高效在与它完全以学生的阅读体验为中心，教师作为引导者，以问题链的形式带领学生挖掘文本，鼓励学生自主阅读并积极参与讨论，不断思考，提高阅读的参与度和参与质量，从而收获更好的阅读体验（谢婷婷，2018）。
During the teaching activities, the DRTA teaching method has the following two advantages. On the one hand, the application of the DRTA teaching method in junior high school English reading teaching can transform students' passive acceptance of reading into an active and interactive one (Zhang Cheng, 2017). It mainly emphasizes that students need to improve their reading comprehension ability by carrying out predictions, speculations, and verification of conclusions, and these predictions, speculations, and conclusions are also completed on the basis of continuous accumulation of knowledge and experience in the early stage. On the other hand, the DRTA teaching method is open and free, encouraging students to think actively, construct meaning, and dare to express their personal opinions and views (Lu Jianxiang, 2012). It creates a vibrant and positive teaching atmosphere: both teachers and students move towards the common goal they understand, and they continuously share background information and experiences in class, making the class very active and meaningful. In fact, the novelty and efficiency of the DRTA teaching model lie in its complete focus on students' reading experience. The teacher acts as a guide, leading students to explore the text in the form of a problem chain, encouraging students to read independently and actively participate in discussions, keep thinking, improve the participation and quality of reading, and thus gain a better reading experience (Xie Tingting, 2018).

1.2 DRTA教学法的内涵与基本原则
1.2 The Connotation and Basic Principles of DRTA Teaching Method

1.2.1 DRTA教学法的内涵
1.2.1 The Connotation of DRTA Teaching Method

DRTA教学法，全称为“指导性阅读思维活动”（Directed Reading Thinking Activity），是一种创新的阅读教学方法，其核心理念在于通过指导性的活动，激发学生的思维过程，提高他们的阅读理解能力。主张学习者循环使用“预测-阅读-验证”模式，完成对文本的理解和对世界、生活和自我意识体系的构建。（赵家琪，2022）。这种方法强调学生在阅读过程中的主动性和参与度，旨在培养学生独立思考、预测、验证和反思的能力。DRTA教学法的目标不仅仅是让学生理解文本内容，更重要的是通过阅读活动，发展学生的批判性思维和元认知技能，使他们成为更有效的阅读者和学习者。
The DRTA teaching method, full name "Directed Reading Thinking Activity", is an innovative reading teaching method, with its core concept lying in stimulating students' thinking process through guided activities to improve their reading comprehension ability. It advocates the cyclic use of the "prediction-reading-verification" model to complete the understanding of the text and the construction of the world, life, and self-awareness system (Zhao Jiaqi, 2022). This method emphasizes the 主动性 and participation of students in the reading process, aiming to cultivate students' ability to think independently, predict, verify, and reflect. The goal of the DRTA teaching method is not only to enable students to understand the content of the text but also to develop students' critical thinking and metacognitive skills through reading activities, making them more effective readers and learners.

DRTA教学法的实施通常包括几个关键步骤：预测、阅读、重新思考和评估。DRTA教学方法的目的是使学生参与构成意义的过程，教学重点是引导学生思考事件之间相互联系的方式和事件交织到整个故事的大背景之中的方式（王娟，2018）。首先，教师引导学生根据文本的标题、图片或背景知识进行预测，这一步骤激发了学生的好奇心和阅读动机。接着，学生在教师的引导下进行阅读，以验证他们的预测，这一过程要求学生积极参与，对文本内容进行深入分析。阅读完成后，学生需要重新思考他们的预测，并与实际阅读内容进行比较，这一反思过程有助于加深对文本的理解。最后，通过评估活动，教师和学生一起评价阅读效果和学习成果。
The implementation of the DRTA teaching method usually includes several key steps: prediction, reading, rethinking, and evaluation. The purpose of the DRTA teaching method is to enable students to participate in the process of constructing meaning, with the focus of teaching being to guide students to think about the ways in which events are interconnected and how events intertwine with the overall background of the story (Wang Juan, 2018). Firstly, teachers guide students to predict based on the title, images, or background knowledge of the text, which stimulates students' curiosity and reading motivation. Next, students read under the guidance of the teacher to verify their predictions, a process that requires students to actively participate and deeply analyze the content of the text. After reading, students need to rethink their predictions and compare them with the actual content they have read, and this reflection process helps deepen their understanding of the text. Finally, through evaluation activities, teachers and students together evaluate the reading effect and learning outcomes.

DRTA教学法的特点在于其互动性和动态性。它鼓励学生在阅读过程中与文本进行对话，通过不断的预测和验证，建立起对文本的深入理解。此外，DRTA教学法强调教师角色的转变，教师不再是知识的传递者，而是学生学习的引导者和促进者。这种教学方法还注重个性化学习，允许学生根据自己的兴趣和认知水平进行阅读，从而更好地满足他们的学习需求。
The characteristics of the DRTA teaching method lie in its interactivity and dynamism. It encourages students to engage in dialogue with the text during the reading process, building a deep understanding of the text through continuous prediction and verification. In addition, the DRTA teaching method emphasizes the transformation of the teacher's role, with teachers no longer being the transmitter of knowledge but the guide and promoter of students' learning. This teaching method also emphasizes personalized learning, allowing students to read according to their own interests and cognitive levels, thereby better meeting their learning needs.

DRTA教学法对学生能力的培养具有深远的影响。它不仅提高了学生的阅读理解能力，还促进了他们的批判性思维和元认知技能的发展。通过预测和验证，学生学会了如何提出假设、收集证据、分析信息，并在此基础上形成自己的见解。DRTA这种独特而充满活力的语言教学新方法，能更好地帮助学生理解与思考，而不是停留在对于文字的表层理解。（肖露，张雪花，2017）这种批判性思维能力对于学生的学术和职业发展至关重要。同时，DRTA教学法通过让学生监控和调整自己的学习过程，帮助他们建立起有效的学习策略，提高了学习效率。
The DRTA teaching method has a profound impact on the cultivation of students' abilities. It not only improves students' reading comprehension abilities but also promotes the development of their critical thinking and metacognitive skills. Through prediction and verification, students learn how to make hypotheses, collect evidence, analyze information, and form their own opinions based on this. This unique and dynamic language teaching method, DRTA, can better help students understand and think, rather than staying at the surface understanding of the text. (Xiao Lu, Zhang Xuehua, 2017) This critical thinking ability is crucial for students' academic and professional development. At the same time, the DRTA teaching method helps students establish effective learning strategies by allowing them to monitor and adjust their learning process, thereby improving learning efficiency.

此外，DRTA教学法还有助于培养学生的自主学习能力。在这种教学法的引导下，学生不再是被动接受知识的对象，而是主动探索和构建知识的主体。这种学习方式的转变，不仅增强了学生的自信心和自我效能感，还为他们的终身学习奠定了坚实的基础。总之，DRTA教学法以其独特的教学理念和实践步骤，为初中英语阅读教学提供了一种新的视角和方法，对于提升学生的阅读素养和综合能力具有重要意义。
In addition, the DRTA teaching method also helps cultivate students' autonomous learning ability. Under the guidance of this teaching method, students are no longer passive recipients of knowledge but active explorers and constructors of knowledge. This shift in learning methods not only enhances students' confidence and self-efficacy but also lays a solid foundation for their lifelong learning. In summary, the DRTA teaching method, with its unique teaching philosophy and practical steps, provides a new perspective and method for junior high school English reading teaching, and is of great significance for improving students' reading literacy and comprehensive abilities.

1.2.2 DRTA教学法的基本原则
1.2.2 Basic Principles of DRTA Teaching Method

预言、阅读、重新思考是DRTA教学法的三个基本原则，也是进行教学设计的基本框架。以下是对预言、阅读和重新思考三个基本原则进行详解，与上文所分的阶段无关，上文的形式阶段目的是表明研究对象有能力理解并接受DRTA教学法模式
Prophecy, reading, and rethinking are the three basic principles of the DRTA teaching method, and also the basic framework for teaching design. The following is a detailed explanation of the three basic principles of prophecy, reading, and rethinking, which are unrelated to the stages mentioned above. The purpose of the above form stage is to indicate that the research subjects are capable of understanding and accepting the DRTA teaching method model.

第四阶段为12-15岁，被称之为形式运算阶段。不同的阶段有不同的认知特点，这也是本文主的要研究阶段。处于形式运算阶段的学生基本上都有着相似的认知特点。）首先，在预言阶段中，教师向学生呈现文章标题、图片、人物、故事线索等，让学生充分猜测文本内容，鼓励学生积极参与，充分思考，发表观点。不期望学生知晓故事的实际结果，只要求他们提出合理可信的想法，形成一些假设。此外，为防止学生作任意猜测，教师必须要求学生说出预言的理由，引导他们根据逻辑推理进行思索。而对于学生的观点，教师不予评价，旨在引导学生发散思维，言之有理即可。
The fourth stage is for students aged 12-15, known as the formal operational stage. Different stages have different cognitive characteristics, which is the main research stage of this article. Students in the formal operational stage generally have similar cognitive characteristics. Firstly, in the prophecy stage, teachers present the title of the article, pictures, characters, story clues, etc., to allow students to fully guess the content of the text, encourage active participation, and full thinking, and express their views. It is not expected that students know the actual result of the story, but only to require them to propose reasonable and credible ideas and form some hypotheses. In addition, to prevent students from making arbitrary guesses, teachers must require students to state the reasons for their prophecies and guide them to think logically. As for the students' views, teachers do not evaluate them, aiming to guide students to develop divergent thinking, and reasonable arguments are enough.

第二阶段是阅读与验证阶段。在这个阶段中，教师不断密切学生与文本的联系，引导学生逐步猜测、阅读文本，逐步寻找答案，以验证自己的猜测，并及时修正。随着阅读的深入，继续猜测、验证和修改，从而使预测和阅读过程环环相扣，有助于学生加深对文本的理解。并且鼓励辩论，因为不同意见能激发学生谨慎地思考，对各种解释进行比较，通过相互启发，积累与作者、与周围的讨论者沟通的经验，并扩展语言的基础。
The second stage is the reading and verification stage. In this stage, teachers continuously closely link students with the text, guiding students to gradually guess, read the text, and gradually find answers to verify their guesses, and make timely corrections. As the reading deepens, continue to guess, verify, and modify, so that the prediction and reading process are closely linked, which helps students deepen their understanding of the text. And encourage debate, because different opinions can stimulate students to think carefully, compare various explanations, and accumulate experience of communicating with authors and surrounding discussants through mutual enlightenment, and expand the foundation of language.

第三阶段-重新思考，是在学生读完文本之后开展。教师根据文本具体内容，启发学生更多思考，不限于猜测文本内容。教师可以设计开放性的问题，激发学生的学习兴趣，引导学生全方面，多层次思考问题（王杰，2021）。教师可以鼓励学生在理解文本的基础上，结合自身的认知和经验，分析、阐述和评价文本细节、主人公或文本作者，挖掘文本的文化内涵等，让学生口头或书面表达。
The third stage - rethinking, is conducted after the students have finished reading the text. The teacher, based on the specific content of the text, inspires students to think more deeply, not limited to guessing the content of the text. The teacher can design open-ended questions to stimulate students' interest in learning, guiding them to think about problems from all aspects and at multiple levels (Wang Jie, 2021). The teacher can encourage students to analyze, explain, and evaluate the details, characters, or authors of the text, and explore the cultural connotations, based on their own cognition and experience, and to express themselves orally or in writing.

1.3 DRTA教学法的具体环节
1.3 Specific Steps of DRTA Teaching Method

DRTA教学法的第一个环节是预测（Prediction）。在这个环节中，教师首先向学生介绍即将阅读的文本，这可能包括文章的标题、插图、摘要或者背景信息。教师鼓励学生基于这些信息来预测文本的内容、结构、主题或者可能的结局。通过预测激活学生的知识储备，建立阅读所得信息与预测的互动，从而调动学生的思维参与，进而形成深层思考，促进心智发展，真正地享受阅读和思维的乐趣（李亚男，2016）。学生通过预测活动，开始构建对文本的期待框架，这有助于他们在接下来的阅读过程中更加专注和有目的。教师可以组织小组讨论或全班分享，让学生们表达和交流他们的预测，从而营造一个积极的课堂氛围。
The first step of the DRTA teaching method is prediction (Prediction). In this step, the teacher first introduces the text that will be read to the students, which may include the title, illustrations, abstract, or background information. The teacher encourages students to predict the content, structure, theme, or possible outcomes of the text based on this information. By activating students' knowledge reserves through prediction, establishing an interaction between the information obtained from reading and the prediction, it can mobilize students' thinking participation, thereby forming deep thinking, promoting mental development, and truly enjoying the fun of reading and thinking (Li Yanan, 2016). Through the prediction activity, students begin to build an expectation framework for the text, which helps them to be more focused and purposeful in the subsequent reading process. The teacher can organize group discussions or whole-class sharing, allowing students to express and exchange their predictions, thus creating a positive classroom atmosphere.

第二个环节是阅读（Reading）。在预测之后，学生开始阅读文本。在这个过程中，教师引导学生关注他们的预测是否得到证实，并鼓励他们在阅读时积极寻找证据来支持或反驳自己的预测。教师可以教授学生一些阅读策略，如标注重要信息、划线关键句子、做笔记等，帮助他们更有效地理解和分析文本。阅读环节不仅仅是信息的输入，更是一个动态的思考过程。学生需要不断地调整自己的预测，与文本内容进行互动，这对于提高他们的阅读理解能力至关重要。教师在这个环节的角色是监控和指导，确保所有学生都能参与到阅读活动中。
The second step is reading (Reading). After prediction, students begin to read the text. In this process, the teacher guides students to pay attention to whether their predictions are confirmed, and encourages them to actively seek evidence to support or refute their predictions while reading. The teacher can teach students some reading strategies, such as marking important information, underlining key sentences, taking notes, etc., to help them understand and analyze the text more effectively. The reading phase is not just an input of information, but also a dynamic thinking process. Students need to continuously adjust their predictions and interact with the text content, which is crucial for improving their reading comprehension ability. The teacher's role in this step is to monitor and guide, ensuring that all students can participate in the reading activity.

第三个环节是重新思考（Re-thinking）和评估（Assessment）。在阅读完成后，学生需要回顾和反思他们的预测与实际阅读内容的差异。DRTA教学法可以引导学生独立思考，发现和解决问题（胡鸿鹄，2024）。这个环节要求学生思考为什么他们的预测正确或错误，以及他们在阅读过程中学到了什么。教师可以引导学生通过写作、讨论或口头报告的形式，表达他们的思考和对文本的理解。评估环节是对整个DRTA教学活动的总结，教师和学生一起评价预测的准确性、阅读理解的深度以及学习过程的有效性。这一环节不仅帮助学生巩固所学知识，还为教师提供了反馈，以便调整未来的教学策略。通过这样的评估，DRTA教学法形成了一个完整的、循环的学习过程，促进了学生的持续进步和发展。
The third stage is re-thinking and assessment. After reading, students need to review and reflect on the differences between their predictions and the actual content of the reading. The DRTA teaching method can guide students to think independently, discover, and solve problems (Hu Honghu, 2024). This stage requires students to think about why their predictions were correct or incorrect, as well as what they have learned during the reading process. Teachers can guide students to express their thoughts and understanding of the text through writing, discussion, or oral reports. The assessment stage is a summary of the entire DRTA teaching activity, where teachers and students together evaluate the accuracy of predictions, the depth of reading comprehension, and the effectiveness of the learning process. This stage not only helps students consolidate their knowledge but also provides feedback for teachers to adjust future teaching strategies. Through such assessment, the DRTA teaching method forms a complete, circular learning process that promotes the continuous progress and development of students.

第二章 初中英语阅读教学现状分析
Chapter 2 Analysis of the Current Situation of Junior High School English Reading Teaching

2.1 初中英语阅读教学的现状
2.1 Current Situation of Junior High School English Reading Teaching

随着教育改革的深入，在当前的初中英语教学环境中，阅读教学作为英语学习的重要组成部分，在初中英语教学中的地位日益凸显。然而，在实际教学过程中，初中英语阅读教学的现状并不乐观。本节通过初中英语阅读教学问卷调查后数据分析方式，分析并总结当前初中英语阅读教学存在的一些现状问题。
With the deepening of educational reform, in the current junior high school English teaching environment, reading teaching, as an important part of English learning, has become increasingly prominent in junior high school English teaching. However, in the actual teaching process, the current situation of junior high school English reading teaching is not optimistic. This section analyzes and summarizes some current problems in junior high school English reading teaching through the data analysis of a questionnaire survey on junior high school English reading teaching.

2.1.1阅读教学的方法较为传统和单一。
The methods of reading teaching are relatively traditional and single.

在现阶段的初中英语教学中，传统的教学方式在英语阅读课上仍占据主导地位（陈煜，2023）。根据数据分析，49%的学生认为当前英语阅读教学方式单一无趣，47.5%的学生不喜欢目前的英语课堂，且超半数的学生认为阅读教学方式枯燥无味，此外，45.5%的学生认为英语课堂并未对提高自身阅读能力提供足够的机会。
In the current middle school English teaching, the traditional teaching methods still dominate in English reading classes (Chen Yu, 2023). According to data analysis, 49% of students believe that the current English reading teaching methods are single and boring, 47.5% of students do not like the current English classroom, and more than half of the students think that the reading teaching methods are dull and tasteless. In addition, 45.5% of students believe that the English classroom does not provide enough opportunities to improve their own reading ability.

2.1.1学生在阅读过程中普遍存在一些问题。
2.1.1 Common problems exist in students' reading process.

一．学生阅读能力
I. Reading ability of students

学生在阅读过程中普遍存在一些问题，46%的学生认为自己阅读能力弱，35.5%的学生认为自己阅读能力一般，且19%的学生通常花40%以上的时间进行英语阅读，这表明学生对自身阅读的不自信，进而导致畏难，消极怠学。从超过一半的学生不会在上课主动回答问题，不期盼上英语阅读课，不能主动与同学老师交流分享且不能很好的投入阅读中，也表明，学生自身长期以往的阅读问题在一定程度是影响了学生阅读的效果。
Students generally have some problems during the reading process, 46% of the students believe their reading ability is weak, 35.5% of the students believe their reading ability is average, and 19% of the students usually spend more than 40% of their time on English reading, indicating that students are not confident in their own reading, which leads to fear of difficulties and negative learning attitudes. It is also indicated that more than half of the students do not actively answer questions in class, do not look forward to English reading classes, cannot actively communicate and share with classmates and teachers, and cannot fully immerse themselves in reading, which shows that the students' long-term reading problems have affected their reading effectiveness to a certain extent.

二．学生阅读态度
II. Students' Reading Attitudes

数据显示，学生的阅读兴趣普遍不高。44.5%的学生对英语阅读不感兴趣，且一半的学生不喜欢进行英语阅读，认为英语阅读是有趣的学生仅仅占16.5%，并且会主动寻找课外英语读物的学生非常少。这表明很多学生对英语阅读缺乏热情，导致阅读动力不足。
Data shows that students' interest in reading is generally low. 44.5% of students are not interested in English reading, and half of the students do not like to engage in English reading, believing that only 16.5% of students find English reading interesting, and very few students actively seek extracurricular English reading materials. This indicates that many students lack enthusiasm for English reading, leading to insufficient reading motivation.

上述调查数据表明，目前初中英语阅读教学状况不容乐观。，当前初中英语阅读教学现状呈现出学生阅读兴趣不高、教学方法单一以及学生阅读能力不足等问题。这些问题亟待引起教育工作者的高度重视，并在今后的教学实践中逐步改进和完善。
The above survey data shows that the current situation of junior high school English reading teaching is not optimistic. The current situation of junior high school English reading teaching presents problems such as low student interest in reading, single teaching methods, and insufficient student reading ability. These issues need to be highly regarded by educators and gradually improved and perfected in teaching practice in the future.

2.2 存在问题及原因分析
2.2 Analysis of Existing Problems and Causes

初中英语阅读教学的现状存在问题的原因是多方面的，涉及教育模式、教师、学生、教学资源等多个层面。以下是对上节问卷分析得出的现状问题原因的详细分析：
The reasons for the existing problems in the current middle school English reading teaching are multifaceted, involving educational models, teachers, students, teaching resources, and many other levels. The following is a detailed analysis of the reasons for the current problems based on the analysis of the previous questionnaire.

首先，对于阅读教学方法较为传统和单一这一现状问题。多数教师在阅读课上仍然采用“教师讲、学生听”的模式，缺乏有效的互动和交流。这种教学模式限制了学生的思维发展，使得学生在阅读过程中被动接受信息，缺乏主动思考和探索的能力。同时，部分英语教师自身的阅读教学理念存在偏差，他们可能认为阅读教学就是教授语法和词汇，而忽略了阅读策略和阅读兴趣的培养。此外，教师的专业素养和教学能力参差不齐，一些教师缺乏有效的阅读教学方法，无法激发学生的阅读兴趣和积极性。同时，教师的工作负担较重，导致他们难以投入足够的时间和精力进行阅读教学的研究和实践。
Firstly, for the current problem of traditional and single reading teaching methods. Most teachers still adopt the "teacher talks, students listen" mode in reading classes, lacking effective interaction and communication. This teaching model limits the development of students' thinking, making them passively accept information during the reading process and lack the ability to think actively and explore. At the same time, some English teachers have deviated from the correct concept of reading teaching, believing that reading teaching is to teach grammar and vocabulary, while ignoring the cultivation of reading strategies and reading interest. In addition, teachers have uneven professional quality and teaching ability, some teachers lack effective reading teaching methods, and cannot stimulate students' reading interest and enthusiasm. At the same time, teachers have heavy workloads, making it difficult for them to invest enough time and energy in the research and practice of reading teaching.

其次，对于学生自身阅读能力这一现状。长期以来，学生不良的阅读习惯，在阅读时往往只关注单词和句子，缺乏对文章整体结构的把握，导致阅读速度慢、不够自信、理解能力差、词汇量不足、阅读效率低下等。这些问题在一定程度上影响了学生的阅读效果，也影响了学生进行英语阅读的自我效能感，导致学生产生厌倦心理，之后一遇到英语阅读就下意识想避开，也就无法进步，问题就一直存在。
Secondly, for the current problem of students' own reading ability. For a long time, students have poor reading habits, often only focusing on words and sentences when reading, lacking an understanding of the overall structure of the article, leading to slow reading speed, insufficient confidence, poor understanding ability, insufficient vocabulary, and low reading efficiency. These problems have affected students' reading effect to a certain extent and have also affected students' self-efficacy in English reading, leading to students developing a sense of fatigue and consciously avoiding English reading whenever they encounter it, thus failing to make progress, and the problem persists.

最后，对于学生的阅读兴趣不高这一现状问题。初中生正处于青春期，他们的学习兴趣和动机容易受到外界因素的影响。在这个阶段，学生对英语阅读的兴趣不高，可能是因为他们觉得阅读材料与自己的生活实际相差甚远，或者阅读材料难度不适合自己的实际水平。此外，学生的阅读习惯和阅读策略尚未形成，导致他们在阅读过程中遇到困难时难以克服。
Finally, for the current problem of low reading interest among students. Middle school students are in the stage of adolescence, and their learning interest and motivation are easily influenced by external factors. At this stage, students may not be interested in English reading because they feel that the reading materials are far from their actual lives or the difficulty of the reading materials does not suit their actual level. In addition, students have not yet formed good reading habits and reading strategies, making it difficult for them to overcome difficulties when they encounter them during the reading process.

总之，初中英语阅读教学现状存在问题的原因是多方面的，涉及多个层面。要改善这一现状，需要各方共同努力，从源头解决问题，为初中英语阅读教学创造一个良好的环境。
In summary, the reasons for the existing problems in junior high school English reading teaching are multifaceted and involve multiple levels. To improve this situation, the joint efforts of all parties are needed to solve the problem at its source and create a good environment for junior high school English reading teaching.

基于DRTA教学法的初中英语阅读教学实践
Junior High School English Reading Teaching Practice Based on the DRTA Teaching Method

在初中英语阅读教学中，DRTA教学法的应用对于提高学生的阅读能力和自信心具有重要意义。本章基于DRTA教学法的原理，并依据其三个基本原则：激发学生阅读兴趣，锻炼学生批判思维能力和鼓励学生进行积极互动。深入探讨了DRTA教学法在初中英语阅读教学中的实际应用及其效果。
The application of the DRTA teaching method in junior high school English reading teaching is of great significance for improving students' reading ability and confidence. This chapter explores the practical application and effects of the DRTA teaching method in junior high school English reading teaching based on its principles and three basic principles: stimulating students' reading interest, training students' critical thinking ability, and encouraging students to engage in positive interaction.

3.1 教学研究设计与实施
3.1 Teaching Research Design and Implementation

3.1.1 教学研究设计
3.1.1 Research Design of Teaching

《人教版八年级英语》（上册）是人民教育出版社出版的图书，全书共分为10个单元，533个单词和短语。每个单元主要分为Section A、Section B以及Self Check等三个部分。本设计选取一节初中二年级上学期的英语课程开展基DRTA教学法的英语阅读教学案例研究。选取人教版初中英语教材八年级上册第七单元《你认为你将会拥有属于自己的机器人吗？》（Do You Think You Will Have Your Own Robot?）讲述的是关于机器人的故事。
"People's Education Edition Grade 8 English (Volume 1)" is published by People's Education Press. The whole book is divided into 10 units, 533 words and phrases. Each unit is mainly divided into Section A, Section B, and Self Check. This design selects an English reading teaching case study using the DRTA teaching method from a section of the 7th grade English course in the first semester of junior high school. The selected textbook is "Do You Think You Will Have Your Own Robot?" from the 7th unit of the People's Education Edition junior high school English textbook for the first semester, which tells a story about robots.

3.1.2 研究实施
3.1.2 Research Implementation

为确保实验结果的可靠性，两个班级采用相同的教材，对照组和实验组的英语教学均由同一位教师承担，课时和进度等方面保持一致。实验过程中，教学方式作为自变量，学生的学习兴趣和测试成绩等作为因变量。两组学生唯一的不同之处在于：实验班采用DRTA教学法进行英语阅读教学，而对照班则使用传统教学模式。
To ensure the reliability of the experimental results, both classes used the same teaching materials, and the English teaching for both the control group and the experimental group was conducted by the same teacher, with consistent class hours and progress. In the experimental process, the teaching method was used as the independent variable, and the students' interest in learning and test scores were used as the dependent variables. The only difference between the two groups of students was that the experimental class adopted the DRTA teaching method for English reading teaching, while the control class used the traditional teaching model.

实验班教学程序如下：在实际教学过程中，教师通过引入相关主题图片进行课程导入。按照“预测-阅读-验证”的流程进行教学，教师针对文章标题、段落大意、关键词等提出预测问题，激活学生已有的知识储备和大脑图式。学生通过小组讨论和头脑风暴的方式预测答案，并完成预测答案清单。随后，教师引导学生阅读文本并验证预测答案。在整个环节中，学生发散思维，联系新旧知识。教师引导学生进行多轮“预测-阅读-验证”，直至学生掌握文章内容。
The teaching program for the experimental class is as follows: In the actual teaching process, the teacher introduces relevant thematic pictures for course introduction. The teaching is conducted following the "prediction-reading-verification" process, where the teacher proposes prediction questions for the article title, main idea of paragraphs, keywords, etc., to activate the students' existing knowledge reserves and brain schemata. Students predict the answers through group discussions and brainstorming, and complete the prediction answer list. Subsequently, the teacher guides the students to read the text and verify the predicted answers. Throughout this process, students develop divergent thinking and connect new and old knowledge. The teacher guides the students through multiple rounds of "prediction-reading-verification" until the students master the content of the article.

对照班教学程序如下：每节课开始时，教师同样以学生感兴趣的话题导入主题。在阅读阶段，教师先让学生速读文章，通过速读整体感知阅读材料，初步了解文章大意并定位关键信息。速读结束后，教师带领学生分段精读文章，通过讲解和分析，帮助学生深刻理解文字背后的信息。整篇文章阅读完成后，教师让学生完成相应的阅读问题，并对每个问题进行详细分析讲解。
The teaching program for the control class is as follows: At the beginning of each class, the teacher also introduces the topic with a topic that interests the students. In the reading phase, the teacher first asks the students to read the article quickly, to get an overall sense of the reading material, and to understand the main idea of the article and locate the key information. After the quick reading, the teacher leads the students to read the article in sections in detail, helping students to deeply understand the information behind the text through explanation and analysis. After reading the entire article, the teacher asks the students to complete the corresponding reading questions and provides detailed analysis and explanation for each question.

3.2 教学评价
3.2 Teaching Evaluation

本节对教学实验班级的学生进行了关于英语阅读的问卷调查。通过问卷调查和访谈收集的数据分析，旨在更深入地了解DRTA教学法应用于实践后对学生英语阅读策略及积极性的影响。
This section conducts a questionnaire survey on English reading among the students in the teaching experiment class. Through the analysis of data collected from questionnaires and interviews, the aim is to gain a deeper understanding of the impact of the DRTA teaching method on students' English reading strategies and enthusiasm after its application in practice.

3.2.1调查问卷
3.2.1 Questionnaire Survey

解决第一个问题：应用DRTA教学法后，是否能有效地提高学生进行英语阅读的积极性？在本节中，我们将分析研究结果，以确定应用DRTA教学法是否提高了学生进行英语阅读的兴趣。
Address the first question: Can the application of the DRTA teaching method effectively improve students' enthusiasm for English reading? In this section, we will analyze the research results to determine whether the application of the DRTA teaching method has increased students' interest in English reading.

上表数据所示，50.8%的学生喜欢进行英语阅读，52.5%的学生喜欢目前应用了DRTA教学法的阅读教学课堂，并且54.1%的学生会经常期待上英语阅读课，大部分学生在英语课堂上会积极主动发言，这些结果反映了学生们对英语阅读课堂的积极性有明显提升。此外，50.8%的学生会主动寻找课外英语读物进行阅读，55.7%的学生愿意和同学与老师一起交流阅读方面的经验，将近一半的学生会花40%以上的时间进行英语阅读，大部分学生认为英语阅读在学习英语中非常重要，这些数据结果表明，大部分学生对英语阅读的主动性更强烈，英语阅读也越来越受学生重视。总体来看，DRTA教学法应用之后，对初中生英语阅读积极性具有显著正向影响。
The data in the table shows that 50.8% of the students like to engage in English reading, 52.5% of the students like the reading classes that have currently applied the DRTA teaching method, and 54.1% of the students often look forward to English reading classes. Most students actively participate in discussions in English classes, which reflects a significant increase in students' enthusiasm for English reading classes. In addition, 50.8% of the students actively seek out extra-curricular English reading materials, 55.7% of the students are willing to exchange reading experiences with their classmates and teachers, nearly half of the students spend more than 40% of their time on English reading, and most students believe that English reading is very important in learning English. These data indicate that most students have a stronger initiative in English reading, and English reading is also gaining more attention from students. Overall, the application of the DRTA teaching method has a significant positive impact on the enthusiasm of junior high school students for English reading.

解决第二个问题：应用DRTA教学法后，是否能有效地改善学生进行英语阅读的习惯和策略？在本调查中，我们将通过实施DRTA教学法在英语课堂中应用后的学生阅读情况调查的调查问卷，并通过问卷数据分析研究结果，以确定DRTA教学法是否改善了学生进行英语阅读的学习习惯和策略。
Addressing the second question: Can the DRTA teaching method effectively improve students' habits and strategies for English reading? In this survey, we will conduct a questionnaire survey on students' reading situations after the application of the DRTA teaching method in English classrooms, and analyze the research results through questionnaire data to determine whether the DRTA teaching method has improved students' learning habits and strategies for English reading.

（一）读前环节——预测
(1) Pre-reading phase - Prediction

根据数据分析，在读前，81%的学生会通过标题来预测内容，58%的学生会快速浏览文章获得文章整体印象，53%的学生会试图了解作者与背景信息以及40%的学生会在预测后勤加思考自己的想法，这些数据表明学生不在盲目地看文就读，而是学会利用已知信息做足了读前准备，为阅读扫清了不少障碍。
According to data analysis, before reading, 81% of students will predict the content based on the title, 58% of students will quickly scan the article to get an overall impression of the article, 53% of students will try to understand the author's background information, and 40% of students will further think about their own thoughts after making predictions. These data indicate that students are not reading articles blindly, but have learned to make full preparations before reading by utilizing known information, which has cleared many obstacles for reading.

（二）读中环节——阅读
(II) Reading Process - Reading

在此环节，55%的学生在阅读中会及时对疑难点做出标识注释，48%的学生在遇到难句时会给出自己的理解，60%的学生会在课堂上参与讨论，发表自己的见解，除此之外，部分学生会找寻论据并分析文章句子的深层含义，这表明大部分学生在阅读过程中，改变了被动接受知识，缺乏主动参与和思考的现象，不断随着阅读的深入，积极思考，主动进行思想的碰撞。
In this stage, 55% of students will mark and annotate difficulties in reading in a timely manner, 48% of students will provide their own interpretations when encountering difficult sentences, 60% of students will participate in class discussions and express their opinions, in addition, some students will find evidence and analyze the deep meanings of sentences in the article. This indicates that most students have changed the passive acceptance of knowledge, lack of active participation and thinking, and continuously actively think and actively engage in ideological collisions as they delve deeper into reading.

（三）读后环节——验证与思考
(III) Post-reading stage - Verification and Reflection

在读后环节中，64%的学生会用自己的话写出文章概要，73%的学生会将作者的观点与自己的观点进行对比，63%的学生会将读后的结果与先前的预测进行比对与思考，超半数以上的学生会
In the post-reading phase, 64% of students will write a summary of the article in their own words, 73% will compare the author's views with their own, and 63% will compare the results of the post-reading with their previous predictions, with more than half of the students doing so.

在概况与比对之后，再次阅读，这些数据分析的结果表明，在读后，学生像之前跟随老师读完就不再理会文章的现象减少了，越来越多的学生，通过验证与思考，进行了更深层次的阅读理解，且不断通过思考来提高自身的阅读能力。
After summarizing and comparing, reading again, these data analysis results show that after the post-reading, the phenomenon of students not paying attention to the article after following the teacher to read it has decreased. More and more students are engaging in deeper reading comprehension through verification and reflection, and continuously improving their reading ability through thinking.

3.2.2 实验后实验班访谈结果分析与讨论
3.2.2 Analysis and Discussion of the Interview Results of the Experimental Class After the Experiment

为了更详细地研究学生对DRTA教学法的态度，以及他们对于英语阅读积极性是否有所提高，进行英语阅读的习惯与策略是否有所改变。本研究在调查问卷完成之后对实验班的学生进行了访谈。访谈按照优秀、良好、中等、及格和不及格等五个层次选取了10名学生。
In order to study in more detail the attitudes of students towards the DRTA teaching method, as well as whether their enthusiasm for English reading has increased, and whether their habits and strategies for reading have changed, this study conducted interviews with students in the experimental class after the completion of the questionnaire. Interviews were conducted with 10 students, selected from the excellent, good, average, passing, and failing levels.

在关于如何看待最近上课所使用的教学方法这个问题上，被采访的学生有7名给予了DRTA教学法中等以上的评价，其中3名学生给予了较高评价。5名学生表示十分喜欢这种新的教学方法。只有2名学生感觉这种教学方法比较一般，不想接受。
Regarding the question of how to view the teaching method used in recent classes, 7 students interviewed gave the DRTA teaching method a moderate or above evaluation, among whom 3 students gave a high evaluation. 5 students expressed a strong liking for this new teaching method. Only 2 students felt that this teaching method was quite ordinary and did not want to accept it.

在关于经过DRTA教学法教学后，如何把握一篇阅读的这个问题，大多数同学刚开始的时候是按照老师的介绍和文章的思路来阅读的，现在能够开始慢慢的把阅读和自己的实际情况联系起来，更方便理解，DRTA教学法可以帮助他在阅读文章和真实情况之间建立起联系。有学生认为，DRTA教学法对阅读理解学习很有帮助。经过一段时间的学习，现在开始阅读一篇新的文章时，能够下意识的先看一下标题和关键词，然后猜测和预测文章的内容。从整体上看，学生普遍认为DRTA教学法对他们的英语阅读有一定的帮助，但帮助的形式和方法可能有所不同。
Regarding how to grasp a reading passage after the teaching with the DRTA teaching method, most students initially read according to the teacher's introduction and the article's 思路. Now, they can gradually relate the reading to their own actual situations, making it easier to understand. The DRTA teaching method can help them establish a connection between reading articles and real situations. Some students believe that the DRTA teaching method is very helpful for reading comprehension learning. After a period of study, now when reading a new article, they can consciously look at the title and keywords first, then guess and predict the content of the article. Overall, students generally believe that the DRTA teaching method has a certain help to their English reading, but the form and method of help may be different.

在关于DRTA教学模式下的英语阅读课，与传统的英语阅读课有什么不同这个问题，有学生认为，传统英语阅读教学都是按照文章的顺序逐字阅读，然后完成练习。在接受DRTA教学法之后，阅读变得更有趣，因为在阅读前先预测文章内容，这让他们对阅读产生了好奇心，想知道自己的预测对不对。在阅读过程中，他们需要不断验证自己的想法，这让其更加专注，也更容易理解文章。而且，读完文章后，学生还要评价作者的观点和写作手法，这让学生学会了思考和批判，让思维变得更开阔了。
Regarding the difference between the English reading class under the DRTA teaching model and the traditional English reading class, some students believe that traditional English reading teaching is to read the article word by word in order, and then complete the exercises. After accepting the DRTA teaching method, reading becomes more interesting because they predict the content of the article before reading, which generates curiosity in them to see if their predictions are correct. During the reading process, they need to constantly verify their ideas, which makes them more focused and easier to understand the article. Moreover, after reading the article, students also need to evaluate the author's views and writing techniques, which teaches them to think and criticize, broadening their thinking.

在关于针对DRTA这一教学法，你觉得有什么可以改进的地方这一问题，学生们也给我提出了宝贵的建议。首先，在引导学生预测时可以提供更多的背景信息或者关键词，帮助学生更准确地做出预测，而不是完全凭空想象。因为有时候预测得太离谱，会导致阅读时发现与预测相差太远，有点打击积极性。其次，在求证预测的过程中，应该给学生更多的时间去仔细阅读和思考，而不是匆匆忙忙地进入评价阶段。最后，在评价学生的阅读时，除了看学生的预测是否准确，也可以关注学生们在阅读过程中的思考路径和解决问题的方法，这样能更全面地评价学生的阅读能力。
Regarding the question of what can be improved in the DRTA teaching method, students also gave me valuable suggestions. Firstly, when guiding students to predict, more background information or keywords can be provided to help them make more accurate predictions rather than relying solely on imagination. Because sometimes predictions can be too far-fetched, leading to a big discrepancy between the prediction and the actual reading, which may discourage their enthusiasm. Secondly, in the process of verifying predictions, students should be given more time to read and think carefully instead of rushing into the evaluation stage. Finally, when evaluating students' reading, in addition to checking the accuracy of their predictions, attention can also be paid to the students' thinking path and problem-solving methods during the reading process, which can provide a more comprehensive evaluation of the students' reading ability.

3.3 教学反思
3.3 Teaching Reflection

对于本文DRTA（Direct Reading Thinking Activity）教学法在初中英语阅读教学中的应用研究，我将从以下几个方面进行教学反思：
A study on the application of the DRTA (Direct Reading Thinking Activity) teaching method in junior high school English reading teaching, I will reflect on teaching from the following aspects:

（一）教学设计与实施的反思
(1) Reflection on Teaching Design and Implementation

首先是，预测环节的有效性。在实施DRTA教学法的预测环节时，教师应精心设计问题，避免过分重视词汇和语法（余晓蕾，2023）。要考虑是否提供了足够的线索和背景信息，让学生能够基于已有知识进行合理的预测，并且要尽量让所有的学生都能积极参与预测活动，考虑预测环节是否真正激发了学生的阅读兴趣和思维活动。
Firstly, the effectiveness of the prediction phase. When implementing the prediction phase of the DRTA teaching method, teachers should carefully design questions, avoid overemphasizing vocabulary and grammar (Yu Xiaolei, 2023). Consider whether enough clues and background information are provided for students to make reasonable predictions based on their existing knowledge, and try to ensure that all students can actively participate in the prediction activities, considering whether the prediction phase truly stimulates students' reading interest and thinking activities.

第二，阅读材料的适宜性。选择的阅读材料是否适合学生的阅读水平是非常重要的考量，例如：材料中是否包含了足够的信息让学生进行求证和评价，材料的内容是否贴近学生的生活实际，能够引起他们的共鸣。
Second, the suitability of the reading materials. It is very important to consider whether the selected reading materials are suitable for the students' reading level, for example: whether the materials contain enough information for students to verify and evaluate, and whether the content of the materials is close to the students' actual lives and can resonate with them.

第三，求证环节的引导。在求证环节，教师是否有效地引导学生通过阅读来验证自己的预测，是否提供了适当的阅读策略，帮助学生理解文本内容。
Thirdly, the guidance in the verification process. In the verification process, whether the teacher effectively guides students to verify their predictions through reading, and whether appropriate reading strategies are provided to help students understand the text content.

最后，评价环节的深度。在评价环节，要对学生是否能够深入思考并表达自己对文本内容的理解和评价进行评判，此外，反思教师是否鼓励了学生的批判性思维，让他们不仅理解文本，还能对文本进行评价和反思。
Finally, the depth of the evaluation process. In the evaluation process, it is necessary to assess whether students can think deeply and express their understanding and evaluation of the text content, as well as whether the teacher encourages students' critical thinking, allowing them not only to understand the text but also to evaluate and reflect on it.

（二）学生参与的反思
(II) Reflection on Student Participation

学生参与度。在DRTA教学过程中，是否所有学生都能积极参与；是否有学生在预测、求证和评价环节中表现出不积极或困难；其次，学生反馈。学生的反馈是否表明他们通过DRTA教学法提高了阅读理解能力；他们是否能够将所学策略应用到其他阅读材料上。
Student participation. In the DRTA teaching process, whether all students can actively participate; whether there are students who are not proactive or have difficulties in the prediction, verification, and evaluation stages; secondly, student feedback. Whether the feedback of students indicates that they have improved their reading comprehension through the DRTA teaching method; whether they can apply the learned strategies to other reading materials.

（三）教学效果的反思
Reflection on Teaching Effectiveness

阅读理解能力的提升。通过DRTA教学法的应用，学生的阅读理解能力是否有所提升；他们是否能够更好地理解文本内容，把握文章主旨；再者，思维能力的培养。DRTA教学法是否有助于培养学生的思维能力，包括预测、分析、综合和评价等高阶思维能力。
Enhancement of Reading Comprehension Ability. Through the application of the DRTA teaching method, has the students' reading comprehension ability been improved; can they better understand the content of the text and grasp the main theme of the article? Moreover, the cultivation of thinking ability. Does the DRTA teaching method help cultivate students' thinking ability, including higher-order thinking skills such as prediction, analysis, synthesis, and evaluation?

结论
Conclusion

7.1 研究总结
7.1 Summary of the Research

本研究旨在将DRTA教学法应用于初中英语阅读教学中，并基于DRTA教学法进行初中英语阅读教学设计，在完成了一个学期的英语阅读教学实验之后，通过问卷调查以及访谈的方法，收集并分析数据，对应用效果加以评价，以期探究“DRTA教学法在初中英语阅读教学中的效果”这个课题。通过研究得出了如下结论：
This study aims to apply the DRTA teaching method to junior high school English reading teaching, and to design junior high school English reading teaching based on the DRTA teaching method. After completing an English reading teaching experiment for one semester, data were collected and analyzed through questionnaires and interviews, and the application effect was evaluated, in order to explore the topic of "The effect of the DRTA teaching method in junior high school English reading teaching." The following conclusions were drawn from the research:

（1）DRTA 教学法对初中生英语阅读积极性与动机具有显著正向影响；
(1) The DRTA teaching method has a significant positive impact on the enthusiasm and motivation of junior high school students in English reading.

（2） DRTA 教学法有助于改善初中生英语阅读习惯与策略。
(2) The DRTA teaching method helps to improve the reading habits and strategies of junior high school students.

7.2 研究不足和展望
7.2 Research limitations and prospects

基于DRTA教学法的初中英语阅读教学设计和应用取得一定研究成果，但是研究过程还存在一些不足，在未来研究中也可以不断加以完善。
Certain research achievements have been made in the design and application of middle school English reading teaching based on the DRTA teaching method, but there are still some deficiencies in the research process, which can be continuously improved in future research.

7.2.1 研究不足
7.2.1 Research Deficiencies

从研究结果来看，DRTA 教学法对提高学生阅读能力和阅读兴趣等方面具有重要作用。然而，本研究还存在一定的局限性。首先，本实验研究经历一个学期，时间有限，DRTA教学法的优势还不能得到充分的发挥。其次，DRTA教学法主张以学生为中心，鼓励学生在课堂航大胆预测、讨论和表达自己的观点。而这些措施容易导致课堂氛围太过活跃，很容易导致教师无法控制课堂。教师需要花费大量的时间对课堂纪律进行控制，来保证学生将精力放在参与教学活动中，而不是聊天。最后，本实验研究只是选取的一个班级61名学生进行DRTA教学，并不能代表整个群体，研究具有局限性。
From the results of the study, the DRTA teaching method plays an important role in improving students' reading ability and interest in reading. However, this study still has certain limitations. Firstly, this experimental study lasted for one semester, with limited time, and the advantages of the DRTA teaching method could not be fully utilized. Secondly, the DRTA teaching method advocates a student-centered approach, encouraging students to make bold predictions, discuss, and express their own opinions in class. These measures are likely to lead to an overly active classroom atmosphere, making it difficult for teachers to control the classroom. Teachers need to spend a lot of time controlling classroom discipline to ensure that students focus their energy on participating in teaching activities rather than chatting. Finally, this experimental study only selected a class of 61 students for DRTA teaching, which cannot represent the entire group, and the research has limitations.

7.2.1 展望与建议
7.2.1 Prospects and Suggestions

在未来的研究中，可以有针对性的进行改善，从而保证研究效果。首先，扩大研究群体，延长研究时间。通过这种方式能够更大范围的了解DRTA教学法的应用情况，以受到更好的研究效果。虽然在研究中DRTA教学法能够提升学生进行英语阅读的积极性和改善学生进行英语阅读的习惯与策略，但是传统教学方法的作用也不能忽视。在未来研究中，可以尝试将两种教学方法结合起来，DRTA教学法的使用并不意味着完全排斥常规教学法（牛爽，2023）。以传统教学方法侧重于词汇和语法教学，以DRTA教学法对文章内容进行验证和整合，从而帮助学生更好提升阅读效果。
In future research, targeted improvements can be made to ensure the effectiveness of the study. Firstly, expand the research group and extend the research time. In this way, a broader understanding of the application of the DRTA teaching method can be gained, leading to better research results. Although the DRTA teaching method can enhance students' enthusiasm for English reading and improve their reading habits and strategies, the role of traditional teaching methods cannot be ignored. In future research, it can be attempted to combine the two teaching methods, and the use of the DRTA teaching method does not mean completely excluding conventional teaching methods (Niushuang, 2023). The traditional teaching method focuses on vocabulary and grammar teaching, while the DRTA teaching method verifies and integrates the content of the articles, thereby helping students to better improve their reading skills.

参考文献
References

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附录
Appendix

关于英语阅读的调查问卷
English Reading Survey Questionnaire

亲爱的同学们：
Dear classmates:

欢迎参加此次问卷，该英语阅读问卷是为了解初中英语阅读学习情况而设计的。请仔细阅读以下有关英语学习的题目，并根据自己的真实情况回答，本次问卷答案没有对错之分，采用不记名的形式，根据自己的实际情况回答即可。问卷不会占用你们太多的时间，10分钟之内即可完成。最后，衷心感谢你们的配合以及为我们提供宝贵的参考资料。
Welcome to this questionnaire. This English reading questionnaire is designed to understand the middle school English reading learning situation. Please carefully read the following questions about English learning and answer them according to your true situation. There are no right or wrong answers in this questionnaire, and it is conducted anonymously. Please answer according to your actual situation. The questionnaire will not take up too much of your time and can be completed within 10 minutes. Finally, we sincerely thank you for your cooperation and for providing valuable reference materials.

下面请开始填写问卷，请在您认为最合适的选项前划“√”：
Please begin filling out the questionnaire. Please mark "√" in front of the option you think is most appropriate.

你喜欢进行英语阅读吗?
Do you like to do English reading?

喜欢 B. 一般 C. 不喜欢
Like B. Average C. Dislike

你喜欢目前的英语课堂吗?
Do you like your current English class?

喜欢 B. 一般 C. 不喜欢
Like B. Average C. Dislike

你认为英语阅读在英语学习过程中重要吗？
Do you think English reading is important in the process of learning English?

重要 B. 一般 C. 不重要
Important B. General C. Not Important

你通常花多长时间进行英语阅读？
How much time do you usually spend on English reading?

超过60% B. 40%-60% C. 20%-40% D.少于20%
Over 60% B. 40%-60% C. 20%-40% D. Less than 20%

你认为进行英语阅读是一件有趣的事情吗？
Do you think English reading is an interesting activity?

同意 B. 一般 C. 不同意
Agree B. Neutral C. Disagree

在阅读课上我会积极主动回答问题。
I will actively answer questions in reading class.

同意 B. 一般 C. 不同意
Agree B. Neutral C. Disagree

你会经常期盼上英语阅读课吗？
Do you often look forward to English reading class?

期盼 B. 一般 C. 不期盼
Expect B. Average C. Not Expecting

我愿意同老师和同学交流英语阅读方面的经验
I am willing to exchange experiences with teachers and classmates in English reading

赞同 B. 一般 C. 不赞同
Agree B. Average C. Disagree

在阅读过程中你能很好的投入其中吗？
Can you fully immerse yourself in the reading process?

能 B. 有时 C. 不能
Can B. Sometimes C. Cannot

.你会主动寻找课外英语读物进行阅读吗？
Would you actively seek out extracurricular English reading materials for reading?

经常 B. 有时 C. 从不
Often B. Sometimes C. Never

DRTA教学法在英语课堂中应用后的学生阅读情况调查
A survey of students' reading after the application of DRTA teaching method in English classrooms

亲爱的同学:
Dear classmates:

你好!
Hello!

老师为了了解你们的英语阅读学习情况，帮助同学们提高阅读成绩，请同学们认真参与本次调查。本调查采用无记名形式，你们的答案无对错之分，也不计成绩，仅供研究之用。请认真选出最符合你们自己实际情况的答案。谢谢同学们!
In order to understand your English reading learning situation and help you improve your reading scores, please participate in this survey seriously. This survey is conducted anonymously, and there is no right or wrong to your answers, nor will they be counted towards your grades. They are only for research purposes. Please carefully select the answer that best fits your actual situation. Thank you, classmates!

请按下面的评定标准回答:
Please answer according to the following evaluation criteria:

1=从不这样做;
1=Never do this;

2=通常不这样做;
2=Generally do not do this;

3=有时候这样做;
3=Sometimes do this;

4=大部分时间这样做;
4=Most of the time do this;

5=总是这样做。
Always do it this way.

每题只选择一个答案，在最能描述你想法的答案数字代码上画对号。
Choose only one answer for each question, and mark the number code that best describes your thoughts.

访谈问题
Interview Questions

问题一：你如何看待最近上课所使用的教学方法？
Question 1: How do you view the teaching methods used in recent classes?

问题二：请你描述经过DRTA教学法教学后，如何把握一篇阅读的？
Question 2: Can you describe how you grasp a reading after being taught by the DRTA teaching method?

问题三：针对DRTA这一教学法，你觉得有什么可以改进的地方吗？
Question 3: In terms of the DRTA teaching method, do you think there are any areas that can be improved?

问题四：你认为DRTA教学模式下的英语阅读课，与传统的英语阅读课有什么不同？
Question 4: What are the differences between the English reading class under the DRTA teaching model and the traditional English reading class?