Reading Strategies Reflected In USA And China’s Native Language Teaching Material And Practice In Middle School

Using a background of reading strategies popularly used in USA’s textbooksand regular school teaching in middle school, this study compares those readingstrategies and their teaching as well as a reflection on the textbook usage in the USAand China. On this basis, combining the requirements in China’s new coursestandards, this thesis studies the ideas reading strategies used and the layout of thosereading strategies in the textbook.In the thesis opinion, the aim of Chinese teaching has a dual purpose: not onlyto teach the content the articles provide in the textbook, but also the methods used toread by learning the articles the textbook provides. Learning how to read is aprimary ability for a person who lives in these times of expanding information. Thethesis uses the reference from USA’s research and application found in textbooksand regular school teaching methods to make a comparison with China’s teachingand application of reading strategies, and an analysis between the two.The thesis explains the purpose and value of this study, shapes the cognitionregarding reading strategies both in learning and application in USA and China, bydirectly comparing the Chinese and English native language textbooks and teachingmethods with a focus on the reading strategies reflected in the textbook’s layout andusage, the thesis further defines the reading strategies’ characters and teachingpractice valued in Chinese native language teaching, enhances the self-examinationof Chinese’s reading strategies utilized and predicts that reading strategies should beone of the most important sections in Chinese teaching and proposes aninvestigation involving English and Chinese educators for the purpose ofdetermining which the reading strategies are suitable for Chinese language andculture including textbook layout and be used by Chinese teacher and for the benefitthe Chinese reading teaching.