Study On The English Reading Teaching Design In Senior High Schools Based On The Perspective Of Text Interpretation

For a long time,English reading plays an important part in English teaching in high schools.And with the development of our society and economy,reading also has been a main issue which teachers should pay more attention to.From many relevant surveys and researches,we can clearly learn that reading is the most difficult part for students in language learning among the four language skills(listening,speaking,reading and writing).Additionally,with the deepening reform in education,education has also undergone quite a few changes in philosophy,methodology and objectives.And the effectiveness of teaching depends on the realization of its goals.However,before setting the teaching objectives,the first thing teachers should do is to interpret the text(in this thesis,the text mainly refers to the reading material in books).Actually,teaching reading in senior high schools is not only to let students be familiar with language points and new words or phrases,but also to pay more attention to the interpretation of reading text and the comprehension of the deep meaning in the text.And effective reading is based on the careful text interpretation from the teachers.That is because teachers can have a more effective teaching design by doing an overall interpretation of the text.Therefore,the extent to which teacher interprets the text carefully is the key to determining the teaching objectives and it is also the prerequisite for the success of teaching reading.This study aims to investigate the English reading teaching design based on text interpretation in senior high schools.First,it will analyze what aspects mainly focus on when teachers interpret the text in English reading teaching at present from the teachers' questionnaires.Then it will talk about what principles the teachers should conform to when interpreting the text by observing the two teachers' teaching design in reading class and teachers' interviews.And finally in the study,the author will discuss what strategies can be used to interpret the reading material in teachers' teaching design in senior high schools.In details,the author conducted the research by classroom observation,questionnaire and interview.By comparing the two teaching designs,and the results from the analysis of questionnaire and interview,the following conclusions are drawn by the author: 1: Most teachers mainly focus on explaining grammar and vocabulary points in high school English reading teaching,and also some teachers also focus on the reading structure,reading skills and the characteristics,genres of the text.2: The high school English teachers should conform to four principles when interpreting the text.((1)The teacher should focus on the language knowledge such as new words,new phrases,and important sentences;(2)focus on the genre;(3)focus on the reading skills;(4)focus on the cultural awareness and emotional attitudes;)3: The teachers can use five strategies to interpret the reading material in their teaching design in senior high schools.((1)interpret the text from its structure;(2)interpret the text from its content;(3)interpret the text from its language;(4)interpret the text from its title;(5)interpret the text from its intention).