Abstract

 In the study of senior high school,undoubtedly, English reading lessons are the key and difficulty points whether in the teaching or in the study. As students receive further education from junior high to senior high, the teaching goal of English subjects in senior high set higher and higher requirements for students’ reading ability.

Among the four fundamental skills of language teaching, reading is an indispensable one. The improvement of reading skills of course can bring benefits to the improvement of another three. In recent years, reading scores has occupied more and more proportions in the College Entrance examination. From what can be seen above, we can obviously know that the English curriculum goal attaches great importance to the students’ reading ability. Meanwhile,we are going through the crucial period in which the strategy of rejuvenating the country science and technology is being advanced in an all-round manner, and the new curriculum reform sets a new demand for English reading ability. Thus, the teaching design of English reading lessons should keep pace with the times.

   This article will center on the theme of Teaching Design of English Reading Lessons in Senior High. The main purpose of the thesis is to analyze the problems existing in teaching design of English reading lessons in senior high. Furthermore, it is expected to put forward some methods to optimize the teaching design in order to enhance the effectiveness of teaching in English reading class. First of all, the thesis is going to introduce the research status at home and abroad about the teaching design in English reading class, and then analyze the related theory, such as system theory,learning theory and schema theory, supported by these theories above, to analyze the problems existing in the segment of the teaching design in English reading class and offer solutions. Through the study of the thesis, at first, there exists a universal lack of theoretical knowledge of teaching design in English reading lessons, which results in an irrationality of teaching design in English reading class. Secondly, there is a lack of creative awareness of teaching activities in reading class among English teachers, especially in the second and third-tier city, who stick to the traditional teaching model --a lecture method centered on teachers, which can lead to a serious teaching atmosphere and a negative attitude toward studying for students.Hence, through the study of this thesis, the author hopes to obtain more comprehensive knowledge about related theory to give solutions to the problems existing in teaching design in reading lessons in order to enhance the efficiency of reading class in senior high.

Key words: English of Senior High School, Reading Teaching, Teaching Design

Contents

Abstract

摘要

1. Introduction-5

1.1 Research Background-5

1.2 Research Purpose-5

1.3 Significance of the Research-5

1.4 Structure of the Dissertation-6

2.Literature Review-7

2.1 Teaching Design-7

2.1.1Definition of Teaching Design-7

2.1.2 Features of Teaching Design-7

2.1.3Components of Teaching Design-7

2.1.4Foreign Research Status of Teaching Design-8

2.2 Reading Teaching in English Class-10

2.2.1Definition of Reading-10

2.2.2Foreign Research Status of Reading Teaching in English Class-10

2.2.3Reading Teaching in English Class-11

3. A General Survey of Teachers’ Teaching Design in Reading Class-12

3.1 Problems Existing in Analysis of Teaching Target-12

3.2 Problems Existing in Teaching Objectives of Reading Teaching Design-12

3.3 Problems Existing in Design of Teaching Procedure-12

4. Teaching Design in English reading lessons-13

4.1 Optimize the Analysis of Teaching Target in Reading Class-13

4.2 Optimize the Analysis of Teaching Objective in Reading Class-13

4.3 Optimize the Analysis of Teaching Materials in Reading Class-14

4.4 Optimize the Analysis of Teaching Methods in Reading Class-14

4.5 Optimize the analysis of Teaching Procedures in Reading Class-14

4.6 Optimize the Analysis of Teaching Evaluation in Reading Class-15

5. Conclusion-16

5.1 Implications of the Thesis-16

5.2 Limitation of the Thesis-16

Bibliography-16

Acknowledgements-18