Senior High School English Teachers' Cognition And Reading Comprehension Teaching

Teaching reading comprehension plays an important role in English teaching in Senior High School. Researchers have been focusing on students and teachers such as how to motivate the students'interest in reading learning, how to use reading strategy to teach reading comprehension efficiently, etc. However, most researches on teaching reading comprehension are from the perspective of teachers'behavior, teachers'reading knowledge and teachers'beliefs are always neglected. Therefore, many researchers fail to find out the real problems thoroughly, in which case, teachers cannot carry out teaching reading comprehension efficiently, and students cannot gain ideal results. Meanwhile, of all the references, there exist many researches on teaching reading comprehension, while there are few researches on the relationship between teacher cognition and teaching reading comprehension. In terms of the present teaching reading comprehension in senior high school, a survey is conducted to illustrate the cognitive status of senior high school English teachers, to reveal the influence of teacher cognition on teaching reading comprehension, and to understand the relationship between teacher cognition and their classroom practice.The subject of the study include 35 English teachers from senior high school in Hunan province. This study employed both qualitative and quantitative method and use three types of instrument, which are questionnaire, interviews, and classroom-observation to examine teacher cognition properties of English teacher in senior high school and relationship between teacher cognition and reading comprehension teaching.The result of the study shows that (1) Most senior high school English teacher hold a positive cognition on the reading as a subject matter, teaching reading comprehension, reading learning and learners, English teacher themselves; (2)Teachers5 beliefs and their classroom practices are closely linked and interact with each other.The study has both the theoretical significance and the realistic significance. It provides a new perspective for teaching reading comprehension, and supplement the teacher cognition research in the field of teaching reading comprehension in senior high school. Besides, the study contribute to promote teaching reading comprehension practices.