The Study On Coaching Strategies For Autonomous English Reading In Senior Middle School

Classroom is changing profoudly along with the development education reform classroom is free,and students have more right to choose the time and space to learn, which cause a new reading mode——autonomous reading. The so-called autonomous reading, on the basis of autonomous learning thoery, is a new mode which also refers to the process and practice of mental activity in teacher-guided self-established goal of reading, self-monitoring of reading activities and self-evaluation. It is an essential requirement for lifelong learning in the learning society. It's also essential for individual's access to knowledge and the development of capacity in an information society. Reading possesses a very important position in the English learning and corresponding reading teaching plays a key role in the senior English teaching. As traditional English reading teaching focuses too much on vocabulary, grammar and other language rudiments, the development of students' autonomy, creativity and ability of reading comprehension is restricted. Theoretical researches and teaching practice show that the teaching approach based on students'autonomous reading is a relatively ideal teaching mode, and it has a positive function on improving students'English reading ability. Therefore, to cultivate and develop students'autonomous reading ability is a valuable issue.In the study, this paper finds out the relationship between the autonomous learning theory and English reading theory by the methods of literature analysis and questionairs survey. In view of the current status and problems of senior middle school English autonomous reading and its teaching, plus the theoric analysis of teacher-guided cutonomous reaching, in order to find the effective coaching strategies which improve the students'ability of autonomous reading.The research devided into three parts:Part 1:the theoric analysis of teacher-guided autonomous reading. The relationship between autonomous learning and English reading is found in order to explain the definiton of autonomous reading. Considering the characteristic of English reading teaching in our country, this part deals with the relevant factors of English autonomous reading ability of senior middle school students, the role of teachers and the teaching principle when they guide students to read.Part 2:the status and problems of English autonomous reading in senior middle school. To find out students'ability level of English autonomous and the status of English reading instruction, a questionaire survey is conducted in senior middle school students and interview survey in teachers. The problems from the survey data supply the basis for the strategies proposed in the next part.Part 3:coashing strategies for autonomous English reading in senior middle school. This part prosposes coaching strategies to solving school students problems in english autonomous reading. These strategies involve five aspects:stimulating students' reading interest, reading methods training, metacognitive strategy training, utilization of resouces, communication feedback.