| As one of the effective ways for people to establish contact with the outside world,the reading in a narrow sense mainly means text reading.What's more,in English classroom teaching in senior high schools,the reading teaching is not only an important way for students to learn language knowledge,but also an important way to improve their cultural literacy and cultivate their international consciousness,as well as an effective channel to train their logical inference.However,there are still some problems that need to be solved while the teaching of English reading in our country continues to advance and deepen reform.For example,English teachers guide students to memorize vocabulary,grammar and other superficial knowledge in the reading teaching.Less consideration is given to the cultivation of students' ability of the logical inference,the comprehensive interpretation and the deep excavation of the connotation of the text.In view of the problems existing in the English reading teaching in senior high schools and the trend of reform,we focus on three aspects(that is,the integration of focus-based information,the inference of logical relationship and the construction of situation model)and put forward the implementation scheme of English focus-based reading teaching in senior high schools to cultivate students' logical reasoning ability and deep thinking ability in order to improve students' English reading level based on the explanation of focus-based reading in Bi-Processing Theory of Text Comprehension.This study takes the students of Class 13 and Class 14 of Grade 1 and three English teachers in Jimei Senior High School in Xiamen,Fujian Province as the objects of study,and takes the reading text of Unit 3 in Compulsory 2 of the senior English textbook of the People's Education Press edition and the articles in the tenth issue of 21 st Century News as examples.Moreover,we will show the teaching design of English focus-based reading in senior high schools based on the Bi-Processing Theory of Text Comprehension.Then,this paper uses the quantitative research and qualitative analysis to explore the promoting effect of the English reading experiment on the improvement of students' English reading level on the basis of improving students' ability of the integration of the focus-based information,the inference of logical relation and the construction of situation model.The research questions are as follows: 1)How are the students' changes of usage in reading learning strategies after the focus-based reading teaching in senior high schools based on the Bi-Processing Theory of Text Comprehension? 2)Can the focus-based reading teaching based on the Bi-Processing Theory of Text Comprehension improve students' English reading proficiency? And what are the specific aspects? 3)How are the students' feedback of the integration of the focus-based information,the inference of logical relation and the construction of situation model after the focus-based reading teaching in senior high schools based on the Bi-Processing Theory of Text Comprehension?The conclusions are as follows: After one semester of experimental English reading teaching,compared with those before the experiment,the students in the experimental class have improved their usage of reading learning strategies,their English reading scores.Especially,their abilities to integrate the focus-based information,to reason the logical relationship and to construct the situation model have improved.In combination with the main conclusions,English teachers can guide students to actively pay attention to the focus of reading,to integrate effectively the focus-based information,to objectively reason the logical relationship and guide the students to actively construct the situation model of the articles in the future reading teaching of senior high schools in order to improve the students' deep understanding and humanistic thinking of the content of the articles. |
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