On The English Reading Autonomy Cultivation Of Senior Middle School Students

Reading possesses a very important position in the English learning and correspondingly reading teaching plays a key role in the English teaching."Optimize (students') learning style, improve (students') learning autonomy"(教育部2) is one of the basic notions of the New National Standard for English Curriculum. According to the New National Standard for English Curriculum, the ultimate target of senior English reading teaching is to cultivate students'reading autonomy (教育部8).English reading autonomy is a part of English reading. At first English reading autonomy is a style of English reading. But the clearest variation between English reading and English reading autonomy is the affect and positive attitude toward English reading. However a student who only has the affect and positive attitude toward English reading can not carry out English reading autonomy effectively unless he or she has mastered some effective reading strategies. Objectively speaking, the current situation of senior middle school students'reading autonomy is unsatisfactory in present. The fact is that many senior middle school students' reading autonomy is far below where they should be, and discrepancy turns to be greater. Researching into the reasons, we can find various reasons. But the author thinks the main reasons are from teachers and students, such as students'lack of affect for reading, vocabulary and reading strategies; teachers'lack of new teaching notion, etc.. Taking the humanism theory, cognition theory and constructivism theory as its theoretical bases and the demands of the New National Standard for English Curriculum as its theoretical bases, and based on China's nowadays education situation and the author's practical experience of English teaching, this thesis attempts to the theory-practice-theory way to do a research project on the factors influencing the English reading autonomy of senior middle school students and on the ways to cultivate the English reading autonomy. Considering the need of English teaching practice, the author places the writing emphasis of this thesis on exploring ways to cultivate senior middle school students'English reading autonomy.In addition, the author believes that it is of great necessity to offer some illustrations of cultivating senior middle school students'reading autonomy by means of reading teaching in NSEFC (PEP Version); meantime, according to the current situation of senior middle school students'reading autonomy, the author uses some reading vocabulary practice activities summarized by foreign scholars for reference in his illustrations, like"Brainstorming, Mnemonic techniques and Portfolios."There are four chapters in this thesis. The author expounds the necessity of cultivating senior middle school students'English reading autonomy in chapter one. The factors influencing forming English reading autonomy are dissected in chapter two. The ways to cultivate English reading autonomy in chapter three aim at the obstacles based on chapter two: 1) Care students'affect in reading; 2) Strengthen the instruction of reading strategies; 3) Enrich students'background knowledge for reading; 4) Enlarge students'vocabulary. The author puts forward some practical methods for evaluating students reading autonomy in chapter four.