Lesson Study On Senior High School English Reading Teaching Based On Discourse Analysis

Discourse analysis is a micro and macro study of the discourse that expresses the complete meaning.The micro research is to identify textual cohesion by analyzing the meaning,syntax and the relationship between sentence and sentence.The macro research is to understand its profound meaning by analyzing the overall structure of the discourse.Senior high school English reading teaching through the analysis of the overall structure,lexical cohesion and semantic coherence analysis,strives to cultivate the students' language ability,which can fundamentally improve students' ability of reading comprehension.The lesson study was carried out in classes of senior two.This team consists of 5 English teachers from this school.Two rounds of lesson study involving two types of texts,ie.narrative and argumentative articles.This study takes lesson study as a means.With repeated practice,observation and analysis,teacher's reflections and feedback from students,this study gives a deep insight into the influence on English reading class and students' manner.This study is always focused on the following questions:1.How do teachers improve students' discourse consciousness based on discourse analysis?2.How do students construct textual knowledge by application of schema with the help of teachers?3.How do teachers achieve the overall reading and detailed reading teaching objectives from the textual level,the sentence level and the lexical level?The research indicates that applying discourse analysis to the teaching of senior high school English reading has the following effects on students' learning:1.Through the training of reading strategies in the classroom,students clearly enhance the discourse consciousness,such as predicting the content of the text through the title,and preliminarily judging the structure of the text according to genre characteristics.2.The content schema can activate the background knowledge in the students'mind and prepare them for reading text,because familiar cultural background text is more easily understood by students.And the form of schema is accumulated in the process of learning text structure.After more training,students develop a regular reading habit,which can reduce the difficulty of reading in the future.3.The discourse teaching focuses on the genre and schema theory,combined with reading strategy to make overall reading.Then it focuses on the coherence of discourse,including lexical cohesion and semantic coherence to make detailed reading,especially the transition between sentences and the transition between paragraphs.This study has some implications for English reading teaching in rural high schools.Teachers should take students as the center in the process of reading teaching from the setting of teaching links,the development of teaching objectives and the application of teaching methods.In addition,teachers should pay attention to the guidance of reading strategies and techniques.However,how to transfer the reading skills to students through practice is still to be further explored.