What reading skills and strategies should be cultivated in senior high school English reading?

According to this model, reading is first regarded as the recognition of text, so reading is regarded as the process of decoding. In other words, readers' understanding of the text is from words to phrases, from phrases to sentences, from sentences to texts, step by step to identify and decode, constantly combine information, comprehensively use all language materials, and gradually understand the meaning of phrases, sentences and paragraphs. Information processing is carried out in a straight line from bottom to top, and the reading process is understood according to this model. Therefore, there is no text recognition and no reading in this mode; It is believed that the most important factor affecting students' understanding is the text; The text consists of letters, words, phrases and syntax; The main reasons why readers can't understand it are that they can't decode it automatically, their vocabulary is insufficient and their grammatical structure is unclear.

According to this model to understand the reading process, the teacher's main task is to help students solve problems in language knowledge. This is the most traditional mode. Under the influence of this model, in reading teaching, teachers explain words first, then phrases, then sentences, and finally understand the whole article. Therefore, it is often to put all the new words and phrases in an article at the front and teach them separately. In fact, reading is a communicative activity of actively obtaining information, while the bottom-up model underestimates the active role of readers and does not regard readers as active processors of information.

2. Top-down mode

Goodman described reading as a psycholinguistic guessing game in 1970. In the early 1980s, people's understanding gradually became the same: reading is a positive, purposeful and creative psychological process. According to this model, readers don't have to decode sentence by sentence, but with the participation of language knowledge and background knowledge, they reprocess or construct the information, understand the true meaning represented by words and symbols, and infer the author's intention. This background knowledge refers to readers' social background knowledge, cultural background knowledge, cognitive strategies, life experiences and emotional factors, which is called "schema". The process of readers decoding information by all linguistic and non-linguistic means is actually a process of creative thinking.

The model is based on schema-driven theory. It is believed that the lack of necessary schema is often the main factor affecting reading. Reading is not a process of text decoding, but a process of predicting, verifying and correcting the development of the story by using the existing schema to express the meaning of the text, the information and ideas that the author wants to convey.

Under the influence of this model, teachers will attach importance to the role of background knowledge in understanding when teaching reading. For example, provide relevant background knowledge first, and then enter the understanding of materials. In this reading process, non-visual information plays a very important role, which includes the sum of all the readers' knowledge. In this process, information is processed from top to bottom. Readers no longer passively obtain information from reading materials, but use existing background knowledge (including language knowledge) to predict (guess) and create meaning according to reading materials. The decoding method is not linear and sequential, but the reader constantly forms the expectation of meaning before or during reading, and then tries to read the article with this expectation. 3. Interactive mode This mode is based on interactive compensation theory. Think that different experiences, different cultural backgrounds and different knowledge structures,

Different people with different education express the same thing and the same concept in different ways. Reading includes not only the recognition of the text, but also the understanding of relevant history, culture and knowledge. Reading is not only a decoding process, nor a guessing process, but a process of interaction between language and schema. It is believed that reading is the mutual compensation between language and schema, the interaction between readers and authors, and the interaction between readers and texts.

Tricia Hedge pointed out: "Reading is an interactive process. It exists between the reader and the text, even between the reader and the author.

Dialogue. At the same time, it is also the interaction between all kinds of knowledge in the reader's mind. "three,

Senior high school English reading skills are as follows:

1.

Step 2 search, search, search

3. Forecast the following situation

get the main points

5. Distinguish between facts and opinions in the article

Guess the meaning of the word

7. Reasoning and judgment

8. Know the key details

9. Understand the structure of the article

10. Understanding chart information

1 1.

12. Understanding logical relations

Understand the author's intention

14. Evaluate the reading content

I think it is more important to understand the general idea and guess the meaning.