| English Curriculum Standards for Common Senior High School(2017 Edition)puts forward four key competencies of English discipline,namely language competence,cultural awareness,quality of thinking and learning ability.For English discipline,how to promote students’ key competencies in English has become an important goal of English teaching.Reading teaching has played a decisive part in senior English teaching and it is closely related to the cultivation of key competencies.That is to say,reading class is an effective way to cultivate students’ key competencies.It is worth pointing out that text interpretation and reading teaching promote each other.To be specific,text interpretation is the premise of effective reading teaching,and effective teaching depends on teachers’ level of text interpretation.However,in current senior English reading teaching,teachers’ interpretation of texts tends to focus on specific language points,such as vocabulary and grammar.What’s worse,some teachers lack in-depth discourse analysis which is aiming at cultivating students’ key competencies.Therefore,in order to cultivate students’ key competencies,the author tries to make a study on the text interpretation of senior English reading teaching,to help teachers improve their ability of text interpretation and promote the implementation of key competencies.Based on the theory of reading comprehension hierarchy,schema theory and discourse analysis theory,this thesis attempts to find out the problems and deficiencies in current English reading teaching by adopting the method of qualitative and quantitative analysis.Here a questionnaire survey and interviews were conducted among 20 teachers and 184 students of Senior One and Senior Two in Fuzhou No.40 Middle School.In order to further verify the authenticity of the problems found in the questionnaires and interviews,the author participated in the Senior One and Senior Two English classes,observed and recorded the whole process of classroom teaching.According to the survey data and observation results,the author found out the existing problems in reading teaching.They are insufficient understanding of the purpose of reading teaching;insufficient dimension of text interpretation;lack of cultivation of students’ key competencies;and the teaching mode is mostly teacher-centered,ignoring the students’ dominant position.Based on the survey,this study analyzed the factors that affect teachers and students’ text interpretation ability,including teachers’ awareness of text interpretation;text interpretation ability;background knowledge;educational concepts;the willingness to interpret the text,students’ interest in reading classes;individual cognitive level and original knowledge reserves.Combined with relevant literature and survey data analysis,this study attempts to put forward some suggestions on how to improve the text interpretation ability of teachers and students.Suggestions for teachers include improving the awareness of text interpretation;enhancing comprehension ability;enriching background knowledge;changing educational concepts;and arranging the teaching time reasonably.Suggestions for students include enlarging students’ reading interest;respecting students’ reading process and their angle of interpreting a text;guiding students to enrich their knowledge.Finally,focusing on cultivating the students’ key competencies,the author took the text in senior English textbooks as examples,analyzed the texts.The purpose is to provide an example or suggestion for teachers to interpret the texts based on the key competencies. |
