A Study On The Status Quo Of Interpretation Of Text Theme Meaning In New PEP Textbook In English Teaching Of Senior High Schools

In 2020,the Ministry of Education revised the English curriculum standards and adjusted some curriculum contents.The most obvious change was the addition of discourse and context with thematic meaning,which required English teachers to create thematic contexts actively in teaching,and combine the learning of discourse text in a thematic context,which is beneficial for students to understand texts,solve problems,acquire language knowledge,develop language skills,form thinking qualities,and shape cultural awareness.Therefore,the text thematic teaching has attracted great attention of educational researchers.The following are the research problems of this study.:1.What is the status quo of teachers’ interpretation of the thematic meaning of new PEP English text books?2.What are the problems which exists in high school English teachers’ interpretation of the thematic meaning of new PEP English text books ? 3.What effective suggestions can be put forward for the current high school English teachers’ interpretation of the thematic meaning in new PEP English textbook?The research results show that: On the concept dimension,English teachers in senior high schools generally have a normal distribution of the concept of interpretation of the text thematic meaning,and generally approve and agree with the teaching of interpretation of the text thematic meaning.However,it is not ideal to use the text theme meaning as the guiding ideology for teaching design in teaching practice,and there is a shortage of the text theme meaning theory in their common sense.In terms of relying,senior English teachers rely on various sources to interpret the text thematic meaning,but compared to English Curriculum Standards,they prefer relying on teaching reference books and resources online.In terms of methods,teachers have various methods to interpret the text thematic meaning,but the degree of application is not high,and they tend to focus on knowledge points and the tendency to exams is very obvious.On the dimension of meaning,teachers all agree that the interpretation of the text thematic meaning has a positive effect on teaching.The existing problems are that with insufficient understanding of the text thematic meaning of text topics,lack of systematic theoretical knowledge and training in text thematic interpretation methods,High school English teachers of different grades and regions have uneven understanding of the text thematic interpretation.The reasons for the above problems are: the study of the New Curriculum Standard is not comprehensive;the teachers’ teaching ability to interpret the text thematic meaning is not enough;the professional teaching quality of the interpretation of text thematic meaning is lacking;students’ foundation,teaching arrangements and teachers’ teaching skills affect the interpretation of text thematic meaning broadly and deeply.Based on the research conclusions,this research puts forward five corresponding suggestions on how teachers can interpret the text thematic meaning in the teaching process better,and also the shortcomings and research prospects of this research are put forward.