On The Interpretation Of English Reading Texts Of Senior High Schools Based On The Key Competencies Objectives Of Discipline

"English Curriculum Standards for Common Senior High School(2017 Edition)"regards language competence,cultural awareness,quality of thinking and ability of learning as the four dimensions of key competencies in English,and determines our country's English curriculum objectives of senior high schools from these four dimensions,pointing out the direction for the reform of senior high school English teaching in our country.English reading is an important way to cultivate students' key competencies in English.Text interpretation is the first step for teachers to teach reading.How to embody the cultivation of key competencies in English is the key to the implementation of English curriculum objectives.However,at present,many teachers' interpretation of the texts still remains in vocabulary and grammar and other specific language knowledge level,lack of deep analysis of the discourse from the cultivation of a variety of goals.Therefore,the author explores how to interpret senior high schools' English texts with the aim of cultivating the students' key competencies of discipline to help teachers improve their ability to interpret texts,and to promote the effective implementation of the objectives of key competencies in English.This study uses case analysis as the main research method.First of all,based on the discourse and discourse analysis theory,the schema theory and the reading level theory,this study identifies and analyzes the dimensions and basic ideas of text interpretation under the objectives of key competencies in English.That is,firstly interpret the theme of the text and reasonably establish the overall cultivation objectives of the key competencies of the text according to it.Then based on the theme of the text,deeply interpret the text from the aspects of content,style,language,and author,and gradually deepen the understanding and grasp of the significance of the theme in the process,and presuppose relevant objectives of the key competencies based on the interpretation of each dimension.Then,this study uses the current English teaching materials of senior high schools as the starting point,and uses three different types of reading materials,namely narration,exposition and argumentation as practical cases to specifically describe how to interpret reading texts based on the objectives of key competencies in English and presuppose the learning objectives in the perspective of key competencies in English.Then,this study further analyzes the self-factors that affect the teachers and students' interpretation of the texts,and puts forward that teachers' awareness of text interpretation,knowledge background,comprehension and understanding of the objectives of key competencies in English as well as students' individual differences and original knowledge reserves will affect the depth and breadth of their interpretation of the texts.Finally,this study suggests that teachers should establish awareness of text interpretation,enrich their knowledge background,improve their understanding ability,deepen their understanding of the key competencies objectives of discipline.At the same time,this study suggests that teachers respect the students' individual interpretation,activate and expand the students' knowledge structure.