Methods Of Interpreting Reading Texts And Effects In Senior High School

Reading teaching is a masterstroke of senior English teaching and a bottleneck to restrict English marks of the College Entrance Examination. There are great detailed descriptions about requirements and the amounts of reading ability for senior students in the New English Curriculum Standards. The score of reading section takes up 40 scores of 150 in the test paper of the College Entrance Examination. The focus on the effects of reading teaching and exploration of reading teaching to improve reading abilities are themes and teaching life of Senior English teachers. But methods of interpreting reading texts have been neglected as an important part of reading teaching for a long time. Under the requirements of the New English Curriculum Standards and the guideline of the College Entrance Examination, how teachers should interpret reading texts and adopt effective methods of interpreting reading texts becomes a considerable concern.According to the theories of interpreting reading texts and TEFL, the thesis presents four methods of interpreting reading texts in accordance with curriculum objectives, needs of teaching and learning and text analysis. They are think-aloud method, autonomy interpreting method, peer interpreting method, and teacher-centered and student-centered interpreting method. Due to the short of empirical studies in senior high school, the author adopts experimental teaching, designs of questionnaire and literature review to probe into the validity and feasibility of diverse methods of interpreting reading texts. Based on the analysis of questionnaire and comparisons between the scores of experimental and control class, the study finds that exploration of methods of interpreting texts is very significant and diverse methods of interpreting texts have a better effect on reading ability than teacher-centered interpreting reading texts.