Research On The English Multi-text Reading Teaching In Senior High Under The Thematic Context

As a new reading teaching method,multi-text reading teaching has been promoted rapidly in Chinese in recent years because of its positive effect on the improvement of reading comprehension,literacy skills of students.After the promulgations of the new English curriculum standard,the three thematic contexts,as the main bearings of reading teaching,is exactly in line with the design concept of multi-text reading teaching.Therefore,to proceed the multi-text reading teaching under the thematic context is to kill two birds with one stone.It not only implements the spirit of the new curriculum standards in reading teaching,but also implements the multi-text reading teaching in daily teaching.It is worth mentioning that the application of multi-text reading teaching in high school and English subject is relatively infrequent.However,as both language subject and primary education,the multi-reading reading teaching in high school English course has common experience that can be used for reference.Therefore,this study intends to answer the following three questions:(1)What are the problems,difficulties,or challenges in implementing English multitext reading teaching under thematic contexts?(2)What are the main factors that affect the implementation of English multi-text reading teaching under thematic contexts in high school?(3)How to purposefully solve the problems English multi-text reading teaching under thematic contexts in high school and meet the challenges brought by multi-text reading teaching in thematic contexts to the current high school English reading teaching?This study will first investigate the current situation of high school English multitext reading teaching under thematic contexts,and sort out existing problems,difficulties or challenges through student questionnaires,teacher questionnaires and interviews with teachers and students.Then,the author analyzes the influencing factors of problems and finds that: First,students have high interest in multi-text reading but poor reading habits,and students have different learning levels;Second,teachers have weak awareness of professional research,lack of teaching and research community and learning community functions.Third,the school also lacks a collective reading atmosphere for multi-text reading,and the teaching time of subject teachers is relatively limited.Fourth,it is the lack of English multi-text reading materials and regional exchange meetings for English multi-text reading teaching.According to the current situation and analysis of influencing factors,this study puts forward some suggestions for the reform of senior high school English reading teaching under thematic contexts,which mainly include the following four points: First,to improve teachers’ reading teaching literacy,which is analyzed from three aspects: teaching concept,research horizon and professional consciousness;Second,strengthen community construction,which is mainly divided into teaching and research community construction and learning community construction;Third,the family,school and student own work together to promote the development of students’ learning habits;Fourthly,ensure the teaching resources of English multi-text reading and promote the sustainable development of various resources.Through the above four points,it is expected to provide referential countermeasures for the current predicament of English multi-text reading teaching under thematic contexts in high school,and also provide reference opinions for scholars and English teachers in this direction.