【正文】 e who spend their precious time in reading this thesis.培養(yǎng)中學(xué)生英語(yǔ)閱讀興趣和能力摘要：閱讀是獲取信息、擴(kuò)大知識(shí)面的重要手段，并在英語(yǔ)教學(xué)中占有非常重要的位置。由于課業(yè)負(fù)擔(dān)重，考試負(fù)擔(dān)重，有些學(xué)生缺乏閱讀興趣，甚至對(duì)閱讀懷有恐懼心理，閱讀失分率較高；有些學(xué)生僅能應(yīng)付解題，完成一定的課外作業(yè)，滿足于讀課文等有限的語(yǔ)言資料，因而中學(xué)英語(yǔ)閱讀興趣和能力的培養(yǎng)可以說(shuō)是任重道遠(yuǎn)。 Cultivating High School Students’ English Reading Interest and AbilitybyA thesis presented to the School of English Education ofXi’an International Studies Universityin partial fulfillment of the requirementsfor the degree ofBachelor of ArtsMay 20, 2013Class: Advisor: 西安外國(guó)語(yǔ)大學(xué)畢 業(yè) 論 文 開(kāi) 題 報(bào) 告姓名性別班級(jí)學(xué)號(hào)畢業(yè)論文題目： 培養(yǎng)中學(xué)生英語(yǔ)閱讀興趣和能力Cultivating High School Students’ English Reading Interest and Ability任務(wù)起止日期： 2012 年11 月23 日 至 2013 年5 月20 日畢業(yè)論文主要內(nèi)容及參考文獻(xiàn)：閱讀是獲取信息、擴(kuò)大知識(shí)面的重要手段，并在英語(yǔ)教學(xué)中占有非常重要的位置。本文通過(guò)闡述閱讀的重要性，分析目前中學(xué)生的閱讀現(xiàn)狀和制約中學(xué)生閱讀能力的因素，然后論述在英語(yǔ)閱讀課堂中的教學(xué)技巧和策略，同時(shí)提出怎樣的教學(xué)技巧和策略可以更有效地培養(yǎng)學(xué)生的英語(yǔ)閱讀興趣、提高英語(yǔ)閱讀能力。同時(shí)，由于近年來(lái)高考試題中的閱讀量在不斷增加，因此培養(yǎng)學(xué)生的閱讀興趣和能力越來(lái)越被廣大中學(xué)師生所重視，中學(xué)英語(yǔ)學(xué)科課程標(biāo)準(zhǔn)更是將培養(yǎng)學(xué)生的閱讀能力作為主要的教學(xué)目標(biāo)之一。希望能為中學(xué)的課堂教學(xué)研究盡一份自己的綿薄之力。 cultivate interest。 ii) a cognitive task of interpreting the visual information, relating the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey.Reading has always been regarded as an important method to acquire information and expand knowledge, and it occupies a very important position in the teaching of English. In recent years, reading prehension takes up more than 30% in the college entrance examination paper, and the high school English curriculum standards even takes it as the main teaching goal. This further requires that we must pay attention to cultivate students’ reading prehension ability in English teaching. However, high school students’ English reading has been a serious shortfall in our country now. Because of the heavy academic burden and too many exams, some students are lack of interest in reading, even fear to read。 some students can only cope with simple reading prehension questions and plete homework. They are satisfied with reading the limited language materials–textbooks.’ Therefore, as an English teacher, even if you have little control over the choice of textbooks, it helps to be aware of their strong points and limitations so that you can exploit them effectively, supplement them if necessary, and perhaps argue the case for their replacement. Probably, too, you often have to look for material to fill a gap or to deal with a particular problem that you have not experienced before. Indeed, some classes have such specific needs that most of the material must be collected by the teacher. So you are likely to find yourself having to evaluate texts for reading development.2. Assessing the students’ level If you know the class, you already have a good idea of what vocabulary and structures they are familiar with. If you do not know the class well, you have to find this out. You may be able to make use of vocabulary and structure lists supplied in the syllabus or textbooks used in earlier years. However, we all know that the presence of a word on a list does not guarantee that the students have learnt it, any more than its absence proves that they do not know it. If the students have varied backgrounds, a period of trial and error is unavoidable. However, a series of grade cloze tests can give you an idea of their levels. The result can only be approximate, because the tests sample only a tiny percentage of what they know, but even limited information is better than none during the first few weeks with a new set of students.A range of levels is likely in any one class。 it is useful to have a collection of them (in the foreign language) on subjects suited to the class.4. Principles and models for teaching reading PrinciplesWhen teaching reading, great care should be taken regarding how we should teach, which involves materials selection, task design, students motivation and skills development.● The selected texts and attached tasks should be accessible to the students. Inaccessible texts and tasks do not help improve students’ reading skills but cause frustration.● Tasks should be clearly given in advance. Preferably, tasks should motivate students.● Tasks should be designed to encourage selective and intelligent reading for the main meaning rather than test the students’ understanding of trivial details.● Tasks should help develop students’ reading skills rather than test their reading prehension. If you always ask students to read passages then answer multiple choice questions, you are actually testing them not developing their reading skills.● The teacher should help students not merely to cope with one particular text in class but to develop their reading strategies and reading ability in general so that they are able to apply the strategies or skills learned in class to tackle other texts they encounter outside class or in the future.● The teacher should provide enough guidance and assistance at the beginning to help students read and develop reading strategies but gradually withdraw his/her guidance as students progress so that they eventually bee independent readers. Bottomup modelThe way one teaches reading always reflects the way one understands reading and the reading process. Some teachers teach reading by introducing new vocabulary and structures first and then going over the text sentence by sentence and paragraph by paragraph with the students. This is then followed by questions and answers to check prehension. Also a lot of time is spent on having students read aloud the text. This way of teaching reflects the belief that reading prehension is based on the mastery of the new words and new structures as well as a lot of reading aloud practice. It basically follows a linear process from the recognition of letters to words, to phrases, to sentences, to paragraphs, and then to th