A Survey Of Critical Reading Approach In English Reading Class Of Senior High School

For students who learn a second language, reading is a more important skill than listening, speaking and writing skill. Therefore, teachers should pay attention to the methods of teaching and learning of English reading and focus on improving the students’ reading ability. With the development of language teaching, teaching and learning of English reading has made a lot of progress, but there are still a lot of problems in high school English reading teaching. In recent years, more and more scholars do research on critical reading, but English critical reading research is still at an exploratory stage.This paper aims to investigate high school English critical reading situation, focuses on the use of critical reading teaching in class and the use of critical reading strategies which students use in the reading process. Five English teachers and200high school students from Zhangzhou No.1High School Fujian participate in the study. Research data are collected from teaching and learning observation; questionnaires and interviews. Using Microsoft Excel software and charting analyzes the average and the percentage of teachers and students of various options.Through the analysis, findings are as follows:firstly, teachers fully understand the positive impact on the teaching of critical reading and also affirm that the critical reading instruction can help students to enrich the knowledge in all aspects and improve reading depth and breadth. However, in high school English class, teachers mainly use a traditional reading teaching method and supplement critical reading instruction occasionally.Secondly, students’ critical reading awareness is generally weak and critical reading ability for students of different levels is quite different. In reading process, about5%of the students are able to use the critical reading strategies, about10%of the students "often" use critical reading strategies, about25%of the students sometimes use the critical reading strategies and sometimes not, about35%of the students "rarely" use critical reading strategies and use them more demanding, about25%of the students "never" use critical reading strategies.Thirdly, the students of different levels have different senses of using critical reading strategies. The sense of predicting and analyzing the texts is stronger than the sense of inferring and evaluating the texts.