Abstract: Based on Situated Cognition and Learning Theory of Constructivism Theory applied in junior middle school English reading teaching, this paper discusses the teaching models guided by this theory, and the issues such as core ideas, basic approach, methods, etc. in the process of application. Through some teaching cases, it directly applies that teaching models to junior middle school English reading teaching and tries to find corresponding measures. Besides, by setting teaching situation elaborately, it tries to improve the teaching efficiency and cultivate students’ reading ability. In conclusion, these three teaching modes of Situated Cognition and Learning Theory can guide students gradually to participate in class activities actively and take the initiative to form the knowledge construction. In this process, students not only learn useful knowledge in real situation but also become the main body of learning.

Key words: Situated Cognition and Learning Theory; English reading teaching; junior middle school；the teaching mode

CONTENTS

摘要

Abstract

1. Introduction1

2. Current Situation in Junior Middle School English Reading Teaching.2

3. Theoretical Basis..3

3.1 Situated Cognition Theory

3.2 Situated Learning Theory

   3.2 Situated Cognition and Learning

4. Application of Situated Cognition and Learning Theory to English Reading Teaching in Junior Middle School6

4.1 Anchored Instruction Model

 4.1.1 Pre-reading----Supposing Situations and Settling Problems     

4.1.2 While-reading---- Autonomous Learning and Collaborative Learning

 4.1.3 After-reading----Effect Appraisement

   4.2 Cognitive Apprenticeship Model

4.2.1 Pre-reading----Modeling and Guidance

4.2.2 While-reading----Scaffold

4.2.3 After-reading----Clear Expression

4.3 Random Access Instruction Model 

4.3.1 Pre-reading----Setting Relevant Situations

4.3.2 While-reading---- "Random Access" into Learning Content (Micro)

4.3.3 After-reading----Thinking Training (Macro)

5. Reflection on the Application.16

6. Conclusion .16

Bibliography.18

Acknowledgements.20