Framework of Objectives in the New National English Curriculum

(Adapted from National English Curriculum, 2001)

    The programmatic document that guides English teaching in middle school definitely specifies the teaching objectives。 According to the actual situation of the present reading, the majority of middle school students’ reading has not produced as many reading comprehension abilities as expected。 We have been perplexed by the phenomenon of high input with low return; a long term learning only brings low proficiency in English learning (Wang 20)。 Therefore, changing model of teaching to improve middle students’ reading comprehension ability has become a troublesome issue for teachers。 Accordingly, to tackle this tricky problem, it is noteworthy to do further research of reading teaching in English class and find a more scientific, reasonable and effective teaching model which is suitable for the cognitive characteristics of modern students。 

    In the last few years, reading comprehension dominates an extremely crucial part in senior high school entrance examination, moreover, which is one of the main purposes of English learning。 According to the data over decades, the proportion and difficulty of reading comprehension part are increasing annually。 The purpose of examination arranges from understanding of words to text and from factual details to identification of main ideas。 In addition, themes and genres of essays persify gradually: themes involve science, society, culture, politics and economy; genres contain narration, expository text, argumentation, practical writing and diagram。 Hence one can see senior high school entrance examination puts forward a higher demand on reading speed and depth。 The significance of studying reading teaching model in middle school can be concluded as followings :

    Currently, there are two one-sided problems which are both in concept and strategy aspects。 Knowing reading teaching course that not only aims to pass on knowledge, but also to cultivate students’ reading comprehension ability, major teachers have no idea about the way of teaching reading model, even deem that reading is by no means to be taught。 In order to tackle this problem, combing the relevant reaching theories with the present situation of Chinese English reading teaching, we can find the suitable teaching model of reading course, which is correspondingly necessary。文献综述

    No matter how we define the reading, if we only read the text, reading will lose the original meaning without comprehension。 Thereby, Eddie Willians has proposed a fairly simple declination of reading: reading is a process of  reading and understanding the text。 No matter what purposes of reading we bring, our ultimate objective is to understand the whole text material。 To be frank, reading is the communication between reader and work, even between writer and readers。 The communication between them reflects the readers can understand work correctly。 So we say the essence of reading is comprehension。 

II。 Present Obstacles of English Reading Comprehension Ability

2。1 The Aspect of Teachers’ Teaching

    First and foremost, the teachers do not get rid of traditional concept which is influenced by senior high school entrance examination。 Under normal circumstances, the concept of a teacher decides how to teach and the students how to learn the language。 Wenden points that if teachers and students believe related learning knowledge, they will stress learning the grammar and vocabulary without hesitation, and the main effort will be concentrated on the intensive reading textbooks and language learning。 Some teachers mistakenly believe that since the senior high school entrance examination focuses on written expression, not includes in the total score of any oral test, so as long as the students master the basic vocabulary, phrases and grammar knowledge, they will get high marks。 However, the teachers are not aware of the coexistence of listening, speaking, reading and writing, in fact, which are influenced mutually。 There is no doubt that reading tasks and activities can improve the ability of reading comprehension。 Therefore, teachers should not ignore the necessity of classroom reading activities and tasks。 Otherwise, it will lead to a poor result of reading activities in the classroom。 来:自[优E尔L论W文W网www.chuibin.com +QQ752018766-