Secondary Language Teaching Of Reading Research Study

Nowadays the society has already entered the era of knowledge-driven economy. In the face of vast knowledge and information, how should human beings study? Obviously it is unrealistic to pursue the quantities of knowledge only. More and more people have already realized that the most important thing is not to grasp the amount of knowledge, but the way to grasp in the era of knowledge explosion. The development of the times calls to improve the traditional way of study and advocates studying voluntarily and innovatively. Research-based learning cultivates students to meet the needs of the future society, improves students' learning ability, innovative ability and cooperative ability. Research-based learning as one kind of learning method can permeate all the courses and go in company with the acceptance-based study. As a course, it provides relatively independent study opportunities which plans for the undertaking of research-based learning method. Research-based learning improves language reading teaching in high school. And it becomes a light spot in language teaching reform. This paper further discusses the development of research-based learning in language reading teaching in high school on the basis of previous research results at home and abroad.The paper comprises three parts: preface, body, and conclusion. The body is divided into four parts: the general description of research-based learning; the significance of applying research-based learning to language reading teaching in high school; the practical exploration of applying research-based learning to language reading teaching in high school; and the notes of applying research-based learning to language reading teaching in high school.Preface: It generally describes the background and intention of this paper.Part One: It is the general description of research-based learning. The definition and origin of research-based learning is introduced. It briefly expounds the theoretical foundation of research-based learning: constructivism and humanism. And it analyses four characteristics of research-based learning.Part Two: It introduces the significance of applying research-based learning to language reading teaching in high school. Applying research-based learning to language reading teaching reflects the request for education of the social development. It meets the regularpattern of the middle school students' physical and psychological development, and also conforms to the characteristic of reading teaching.Part Three: It introduces the practical exploration of applying research-based learning to language reading teaching in high school. The development of research-based learning is a progressive process. Three aspects of research-based learning in language reading teaching in high school are recommended in this part: permeating reading teaching in class; promoting reading ability in language project research; and integrating the contents of reading teaching in research-based learning as a course. Then these three aspects are further analysed.Part Four: It introduces the notes of applying research-based learning to language reading teaching in high school. The change of language teachers' ideas is the premise of applying research-based learning. The three kinds of relation in developing research-based learning should be properly dealt with. And some other elements in developing research-based learning are discussed.Conclusion: Developing research-based learning is a very effective way to cultivate all-round students. It is a progressive and long-term exploration process. And it will be constantly improved with the development of educational practice and theoretical research.