An Experimental Study Of Multiple Text Interpretation In High School English Reading Teaching From The Perspective Of The Key Competencies

The National English Curriculum Standards for General High School(2017Edition)defines language ability,cultural awareness,thinking quality and learning ability as four dimensions of the key competencies of English subject,and interprets the curriculum objectives of senior high school English from these four perspectives.The process of reading teaching is actually a highly integrated process of English language and thinking.The logical starting point of this process is the teacher’s deep and multiple interpretation of the teaching text.How to implement the training objectives and requirements of the key competencies of English subject in text interpretation is the key point whether the curriculum standards can be implemented.However,at present,quite a number of teachers’ interpretation of texts only remains at the surface level of knowledge of English vocabulary and grammar,and lack of training students’ ability to analyze and apply texts from the perspective of multi-dimensional integration of goals.In this background,this study explores how to improve students’ ability of reading English texts in high school with the goal of cultivating students’ the key competencies of English subject in English subjects,so as to help students improve their ability of reading English texts and promote the effective implementation of the goal of the key competencies of English subject in English subjects.Based on the theories of reading level theory,graphic theory and discourse analysis theory,the researchers set up the teaching model of “four structures”of text interpretation,and tried to study the following two problems:1.Can the adoption of multiple text interpretation in high school English reading teaching improve students’ reading ability?2.In what aspects does the application of the “four structures” of multiple text interpretation improve students’ English reading ability?The study contains 40 students from Class 5 and Class 6,Grade 1 of Dong guan No.7 Senior High School in Guangdong Province.The experimental study lasted for14 weeks.Relevant data were systematically collected through questionnaires,teacher-student interviews,reading comprehension test papers,and the collected data were statistically analyzed by SPSS(18.0).The above two research questions are answered and discussed by combining quantitative and qualitative research methods.English reading teaching is based on text,based on the key competencies of English subject “four structures” under the perspective of text reading teaching model of application to let the students not only read between the lines but beyond the lines.“four structures” teaching of English reading class,step by step,layer upon layer,which helps students read the text deeply and thoroughly.Not only know it,but also know how it comes.It is a process of helping students constantly internalization,refining,deepening,sublimation of the text,where teachers and students create and transform knowledge through interaction.Under this circumstance can we come to achieve the generation of dynamic class,refine and sublimate the quality of thinking,and eventually enhance students’ reading competencies.