Research On English Reading Teaching In Senior High School Based On The Perspective Of Text Interpretation

Text interpretation plays an important role in reading lesson plan and classroom teaching in senior high school. It involves interpretation of reading text and utilization of interpretation information, thus it can be divided into two processes:text interpretation before class and text interpretation during class.The whole dissertation consists of five chapters.Chapter1is introduction. Necessity of this research is put forward after the author elaborates close relationship between text interpretation and reading teaching. Current situations and problems in text interpretation of English teachers in senior high school are discovered after the author conducts a questionnaire. On above bases, research content and hypothesis as well as research significance are also proposed.Chapter2is literature review. It includes foreign text interpretation researches in philosophical, literary and language teaching areas, and domestic researches about text interpretation dimensions and levels. In conclusion, text interpretation researches abroad and at home have following two problems. Firstly, text interpretation dimensions are not comprehensive and systematic. Secondly, experimental research on English reading teaching in senior high school in the perspective of text interpretation is quite rare.Chapter3is construction of text interpretation framework. According to schema theory, the author finds that selection of interpretation information should be based on learning conditions. According to discourse analysis theory, the author puts forward the dimensions and perspectives that text interpretation framework should cover. According to level of reading comprehension, the author proposes three-level text interpretation, namely literal interpretation, inferential interpretation and evaluative/applied interpretation. Based on these theories,"Text Interpretation Framework for Senior English Reading Teaching" with6dimensions and26perspectives is constructed.Chapter4is about the experiment of applying framework to English reading teaching in senior high school. Its procedure goes in following order:interpret text-select text interpretation information-utilize interpretation information through question design and interpretation-oriented responding. With the help of research methods like classroom observation, self-reflection, lesson case analysis and research tools like FIAS and MAXQDA, the experiment is conducted and data is collected. Later, the collected qualitative and quantitative data between pre-test and post-test are analyzed from following four aspects:teacher’s text interpretation ability, question design ability, interpretation-oriented responding strategies and students’text interpretation ability.Chapter5is the conclusion and suggestions. The research conclusions are as the following:reading teaching research in the perspective of text interpretation can enhance teaching efficiency; can promote teachers’text interpretation, selection of interpretation information, question design and utilization of interpretation-oriented responding; can improve students’text interpretation ability. Suggestions to school and teachers are put forward. To school, strategies of lesson case study and encouragement policies are suggested. To teachers, strategies of selecting text interpretation information, designing question and responding are raised. Based on reflections on research limitations, suggestions to further research are also given.