A Study On English Reading Teaching In Senior High School From The Perspective Of Hypertext

Reading is one of the five core skills in English learning and plays an important role in English learning.Therefore,as a professional English teacher,it is the duty of every English teacher to optimize the reading teaching classroom.In view of the above reasons,this paper studies high school reading teaching from the perspective of Cognitive Elasticity Theory hypertext.This study raises three questions:(1)what are the problems in English reading learning of senior high school students?(2)What are the reasons for these problems?(3)How to make use of the hypertext reading teaching to improve the students' deficiency in reading learning?Based on the above three research questions,first of all,according to the requirements of the New Curriculum Standard for students reading comprehension ability,the author sets up questionnaires and classroom observation tables,and analyzes the data and concludes that the problems existing in students reading learning are as follows.First,the interest of students in reading is not high;second,the lack of certain reading skills,such as the use of key words to summarize the content of the skills;third,the main problem is that students lack the ability to read in-depth,that is,understanding,comparison,inference,generalization,evaluation,criticism,innovation and other thinking skills.Second,through the teacher interview and the further analysis of classroom observation,it is found that the reasons for these problems are as follows:first,the teachers lack attention to students background knowledge and reading enthusiasm;Second,teachers underline the explanation of grammar and vocabulary,ignoring the guidance of students reading skills and methods,especially the key words and the strategy of guessing text using discontinuous texts;Third,teachers attach importance to the results of reading teaching,lack of training process for students reading thinking,especially lack of attention to the deep-seated reading thinking ofstudents.But fortunately,hypertext has a unique view on reading teaching.The hypertext teaching based on Cognitive Elasticity Theory advocates to provide students with multi-model discourse,and encourages students to find "nodes"(keywords)after reading through the text.Then through the form of question chain,teachers help students to establish links between different nodes,and finally to achieve an effective understanding of the article,and build their own hypertext.In the process of constructing the text,the students' thinking ability is well trained.Finally,based on the text of Cognitive Elasticity Theory and Scaffolding Teaching,the author has designed a reading design.