【文章內(nèi)容簡(jiǎn)介】 ning motivation and interest (quoted in Wen Jialing, 2008). In 1960s, the former Soviet Union educator Sukhomlinskii, who also made great contribution to the development of situational teaching, often used the colorful nature as a real situation to inspire students’ thinking and train their imagination and creativity (quoted in Qian Zhaoxia, 2011). In 1960s, piled the famous New Concept English, which used situational teaching and has been widely used so far. Swiss philosopher Jean Piaget emphasized the overall teaching method and thought teaching should be laid in meaningful situations and that the knowledge learnt previously can be applied was the most ideal condition (quoted in Qian Zhaoxia, 2011). Studies of situational teaching in China The exploration of situational teaching in China originated from the English Teaching started by Zhang Shiyi in 1948 (quoted in Qian Zhaoxia, 2011). The studies started with Li Jilin’s experiments of situational teaching. Li Jilin, the author of Experiments and Studies of Situational Teaching, Theory and Practice of Situational Teaching, advocated teachers creating situations to help students acquire knowledge in practice. With his leading, the theory and practice of situational teaching in China made great achievements. Zhong Xinyue (2005) published an article named The Research and Practice of Situational Teaching in Senior High School, in which he researched and discussed situational teaching and its application in senior high school in detail according to his own teaching experience. He Xiaohua (2009) said that situational teaching could activate linguistic knowledge and the vividness and figurativeness of situations could arouse students’ interest and change the former dull situation in his paper The Application and Thinking on Situational English Teaching. Xue Ning and Zhu Yingyu (2011) thought that teachers should use various methods to create interactive situations to activate students’ study initiative and municative ability. Sun Chunqin (2011) said that the application of situational teaching can effectively reflect the interactive feature of language study and stimulate students’ affection. According to the principles of situational teaching, situational educator Han Zhongliang put forward the model of situational education and bined theory with practice, which had profound guiding significance for English teaching in China (quoted in Qian Zhaoxia, 2011). 3. English Reading Teaching Definition of reading teachingReading is a plex intellectual activity to get knowledge from various written materials (Qian Zhaoxia, 2011). It’s a very crucial way to learn English, and the foundation of acquiring linguistic knowledge, getting information and improving language application ability (Li Hui, 1999). Reading ability reflects one’s integrated language application ability and is very important among the four abilities (listening, speaking, reading and writing) in the process of second language acquisition (Qian Zhaoxia, 2011). Reading teaching is a process that teachers direct students to achieve selfconstruction and learn how to read (Li Huizhen, Zhao Ping, 2006). The purposes of reading teaching are to make students understand the written text and get information, build up vocabulary, improve their reading ability and get some enlightenment. Models of reading teaching Reading prehension is a process that readers exchange with reading materials. Authors encode the information in their mind to form discourses and readers decode them to get information (Deng Shangshang, 2009). There are three types of models in reading bottomup reading model, topdown reading model and interactive reading model (Qian Zhaoxia, 2011). Therefore, there are also three models of reading teaching correspondingly. They will be listed as follows. Bottomup modelIn 1970s, some experts and scholars in linguistics put forward the bottomup reading model (Qian Zhaoxia, 2011). According to bottomup reading model, reading is primarily a decoding process of reconstructing the author’s intended meaning by recognizing the printed letters and words, working out sentence structure and building up a meaning for a text from the smallest textual units at the “bottom” (letters and words) to larger units at the “top” (phrases, clauses, etc.) (Xu Quan, Wang Ting, 2010). It’s in general a parttowhole process of reading. Many teachers use this model while teaching reading. In this model, teachers emphasize vocabulary and grammar and analyze the grammatical structure and reading materials carefully, but ignore the context and the development of students’ logical and cognitive capacity (Deng Shangshang, 2009). Students, under the influence of this teaching model, often know the internal sentence structure and the meaning of the whole sentence but lack understanding of the whole text and context. It may result in the low reading efficiency and accuracy in reading prehension exercises. Therefore, the bottomup model is not good to improve students’ ability of analyzing and solving problems. Topdown modelTo avoid those disadvantages in the bottomup reading model, American psychologist Goodman proposed the topdown reading model (Deng Shangshang, 2009). In this model readers can be more active. They draw on their own intelligence and experience to understand the text (Xu Quan, Wang Ting, 2010). Goodman (1967) said it’s unnecessary for readers to read every letters and words. They just need select necessary information to predict the meaning and content of text, and then confirm their assumptions through matching what they already know (Qian Zhaoxia, 2011). This model proceeds from whole to part and focuses on the rough idea of the text the readers construct through reading (Xu Quan, Wang Ting, 2010). It’s in higher level than the first one and it’s thought that readers’ cultural background knowledge is more important than words and senten