本科畢業(yè)設(shè)計論文Role of Mind Mapping in High School English Reading Teaching

ContentsTOC\o"1-3"\h\u26024Abstract I13102摘要 II27487Introduction 1167521BackgroundofMindMapping 3247001.1DefinitionandCharacteristicsofMindMapping 320591.2FunctionsandTypesofMindMapping 325531.3StudiesonMindMapping 5179992OverviewofEnglishReadingTeaching 718192.1DefinitionofReading 7283552.2PrinciplesandModelsofReadingTeaching 7114132.3PresentSituationofHighSchoolEnglishReadingTeaching 10215652.4ImportanceofHighSchoolEnglishReadingTeaching 11241133ApplicationofMindMappinginHighSchoolEnglishReadingTeaching 1356143.1DesignPrinciplesofMindMapping 1339293.2UseofMindMappingintheProcedureofReadingTeaching 1573923.3UseofMindMappingintheGenreofReadingMaterials 17132874SignificantRoleofMindMappinginHighSchoolEnglishReadingTeaching 19269254.1InfluencesonTeachers 1947844.2InfluencesonStudents 21152194.3LimitationsandSuggestions 2517039Conclusion 2622945Bibliography 2830064Acknowledgments 30AbstractWiththecontinuousadvancementofthenewcurriculumreform,highschoolEnglishteachingpaysmoreattentiontoimprovingstudents’interestinlearningandstimulatingtheirinnovativespirit.AsanimportantpartofhighschoolEnglishteaching,themainpurposeofreadingteachingistoteachstudentsthecorrectreadingmethodsandskills,cultivatestudents’readingability,andincreasetheirculturalknowledgereserveandsoon.Thetraditionalteachingmethodofreadingtendstomaketheclassroomdullandboring,whichaffectsthestudents’readingenthusiasmandreadingeffect.Therefore,howtoeffectivelystimulatestudents’interestinreading,improvestudents’readingcomprehensionabilityandenablestudents’readingleveltomeettherequirementsofthenewEnglishcurriculumstandardhasbecomeanimportantgoalofhighschoolEnglishreadingteaching.Asasimple,efficient,divergentandvisualizedthinkingtool,mindmappingcanquicklybuildandexpandtheknowledgesystemintheformofcombiningpicturesandwords,soastohelpstudentsclarifyandsolveproblemsandmaximizethedevelopmentofbrainpotential.Inrecentyears,mindmappinghasgraduallypenetratedintoeducationandbeenwidelyusedinmanycountries,especiallyinEnglishteaching,mindmappinghasbecomeacommonlyusedteachingaidandplaysanimportantroleinstimulatingstudents’learningmotivation,improvingclassroomflexibilityandinterest.Therefore,thispaperwillfocusonthedesignprinciplesandpracticalapplicationofmindmappinginhighschoolEnglishreadingteaching,exploreitspositiveroleintheteachingprocess,andanalyzepossibleproblemsinpracticeandproposesolutions.Keywords:mindmapping;highschoolEnglish;readingteaching摘要隨著新課程改革的不斷推進，高中英語教學更加注重提高學生的學習興趣和激發(fā)學生的創(chuàng)新精神。閱讀教學作為高中英語教學的重要組成部分,其主要目的是教給學生正確的閱讀方法及技巧，培養(yǎng)學生的閱讀能力和增加文化知識儲備等。傳統(tǒng)的閱讀教學方式容易致使課堂沉悶枯燥，影響學生的閱讀積極性和閱讀效果。因此，如何有效地激發(fā)學生的閱讀興趣，提高學生的閱讀理解能力，使學生的閱讀水平能夠達到英語新課標的要求,已經(jīng)成為高中英語閱讀教學的重要目標。思維導圖作為一種簡單、高效、發(fā)散性、形象化的思維工具，可以以圖文并重的形式對知識體系進行快速構(gòu)建與擴展，從而幫助學生理清和解決問題，最大限度的使大腦潛能得到開發(fā)。近年來，思維導圖已經(jīng)逐漸滲透到教育方面并在許多國家得到了廣泛的應(yīng)用，尤其是在英語教學中，思維導圖已經(jīng)成為一種常用的教學輔助工具并發(fā)揮著激發(fā)學生學習動機和提高課堂靈活性、趣味性等重要作用。因此，本論文將重點討論思維導圖在高中英語閱讀教學中的設(shè)計原則和實際應(yīng)用，探究它在施教過程中發(fā)揮的積極作用，分析在實踐中可能出現(xiàn)的問題并提出解決建議。關(guān)鍵詞：思維導圖；高中英語；閱讀教學IntroductionEnglishisthemaininternationalcommonlanguageintheworldtoday.Itiswidelyusedinvariousoccasions.IntheprocessofEnglishlearning,readingisthemainmeanstoacquirelanguageinformation,whichhelpslearnersbroadentheirvision,enrichtheirlanguageknowledgeandunderstandtheculturalcustomsofEnglish-speakingcountries.Thestrengthofreadingabilitycanimprovelanguagelearners’abilitytoobtaininformation.Therefore,readingteachinghasalwaysbeenanimportantpartofEnglishteaching.ThemainpurposeofhighschoolEnglishreadingteachingistodevelopstudents’abilitytoacquireandprocessinformation,teachthemreadingskillsandstrategies.Butbecauseoftheinfluenceofthecollegeentranceexaminationandthetraditionalteachingmethods,teachersusuallyexplaintoomuchlanguageknowledgeandignoretheexplanationofreadingskills.Asaresult,studentswillonlyreadthearticlewordbywordandpaytoomuchattentiontodetailsbutfailtograspthecenterofthearticleandunderstandthearticleasawhole.Thisisnotconducivetothecultivationofstudents’studyhabits,readinginterests,theabilitytoobtaininformationofarticlesandsolvepracticalproblems.Soteachersshouldhavethecouragetochangetheteachingmethodsthatdonotadapttothecurrentsituationofstudents,tolearnnewtheoreticalknowledgeandapplyittothereadingteaching,soastomaketheEnglishclassroomshowavibrantscene.Inrecentyears,mindmapping,asavisualanddivergentthinkingtoolandmode,hasbeenwidelyusedinvariousfieldsofforeignlanguageteachingandachievedremarkableresults.ApplyingmindmappingtohighschoolEnglishreadingteachingcanmakestudentshaveoverallconsciousnessandgraspthemainideaofthearticleeasily.Theuseofmindmappingmakesiteasyforstudentstoanalyzethestructureandunderstandtheinformationofthearticle.Atthesametime,theuseofmindmappingiseasytocreateapleasantclassroomatmosphereandstimulatetheinitiativeofstudentstolearn.Thisthesisisdividedintofourparts.Thefirstchapteristheintroductionofmindmapping,includingthedefinition,characteristics,functionsandcommontypesofmindmapping.Italsobrieflyintroducesthedevelopmentstatusofmindmappingathomeandabroad.ThesecondchapteristheoverviewofEnglishreadingteaching.Itmainlyintroducesthedefinitionofreading,thesixprinciplesandthreemodelsofreadingteaching,aswellasthestatusandimportanceofEnglishreadingteachinginhighschool.ThethirdchapterintroducesthefourdesignprinciplesofmindmappingandtheapplicationofitinhighschoolEnglishreadingteaching.Thefourthchapterexplorestheinfluencesofmindmappingonteachersandstudentsinreadingteaching.Generallyspeaking,itcanhelpteachersdevelopteachingactivities,helpstudentsunderstandthereadingmaterialsandmobilizetheclassroomatmosphere,sothattheteachingeffectcanbebetter.Thischapteralsoanalyzessomepossibleproblemsinpracticeandputsforwardsomefeasiblesuggestions.1BackgroundofMindMappingSincethe21stcentury,asaneffectivemodeofthinking,mindmappinghasbeenwidelyusedinpeople’slife,work,studyandotherfields.Ithasalotofadvantagesandthefollowingisthebasicintroductiontotherelevantcontentofmindmapping.1.1DefinitionandCharacteristicsofMindMappingMindMappingisaneffectivegraphicthinkingmodefoundedbyfamousBritishscholarTonyBozanintheearly1870s.Itisbasedonradioactivethinking,anditisasimple,efficientandvisualizedthinkingtool.MindMappingisameansthatusesacentralkeywordorideatoinducevisualizedconstructionandclassification.Itusesacentralkeywordorideatoconnectallrepresentativewords,ideas,tasks,orotherassociateditems.TonyBozansummarizedfouressentialcharacteristicsofmindmapping.Firstly,thefocusofattentionisclearlyonthecentralfigure.Secondly,thetrunkofthethemeradiatesfromthecentertothebranch.Thirdly,abranchconsistsofakeyfigureorkeywordwrittenontopofanassociativeline.Lessimportanttopicsarealsorepresentedintheformofbranches,attachedtohigher-levelbranches.Finally,eachbranchformsaconnectednodestructure.Therefore,mindmappingsaretreestructuresintheformofexpression[1].1.2FunctionsandTypesofMindMappingAsasimpleandpracticalthinkingtool,mindmappingcanhelppeopleexpandthinking,produceassociation,stimulateinterestsandmakepeople’sthinkingmoreorganizedandcreative.Mindmappingcombinespictureswithwords,showstherelationshipofthemesatalllevelsthroughthehierarchicalgraphofmutualsubordinationorcorrelation,andestablishesmemorylinksbetweenkeywords,images,colors,etc.[2].Mindmappingmakesfulluseofthefunctionsoftheleftandrightbrain,andusestherulesofmemory,readingandthinkingtohelppeoplebalancethedevelopmentofscienceandart,logicandimagination,soastostimulatetheinfinitepotentialofthebrain.Theestablishmentofmindmappingisconducivetocomprehensiveandsystematicdescriptionandanalysisoftheproblemsthatpeoplearethinkingabout,anditisveryhelpfulforpeopletohaveprofoundandcreativethinkingontheproblemstheyarestudying,soastofindthekeyfactorsorkeylinkstosolvetheproblems.Mindmappingcanstimulatepeople’srichassociativepower,anditcanexpressmanywaysofthinkingonthephilosophicallevelwithoutobstacles,includingthecontinuityofthinking,thedepthofthinking,thecriticalthinking,divergentthinking,associativethinking,analogythinking,imagethinking,inspirationthinking,dialecticalthinking,etc.[3].Meanwhile,mindmappingisawayofthinkingbasedonthenatureofthebrain.Therefore,itgivespeoplethegreatestopennessandflexibilityinthinking.Bothtraditionallinearthinkingandmodernnonlinearthinkingareinclusive,whichprovidesthebestwaytoexpressthemodernnonlinearthinking.Theproductionofmindmappingisveryflexibleandwithoutmanystrictrestrictions.Thekeypointistoreflectthethinkingcharacteristicsandproductionobjectivesofthecreator,developcreator’sthinkingabilityandimprovethinkinglevel.Thereareeightcommontypesofmindmapping.Thecirclemapisagreatmindmappingforbrainstorming,theadvantageisthatthetopicisclearandthethinkingisnotlimited.Itconsistsoftwocircles,asmallcircleinsidethatdefinesthecorethemewewanttodescribe,andalargecircleoutsidethatlistsalltheunderstandingsanddescriptionsrelatedtothecoretheme.Thecirclemapcanusuallybeusedforbrainstorminganddefinitioninterpretation.Thebubblemapconsistsofanumberofbubbles.Thecentralthemebubbledescribesthecoretheme,thesurroundingbubblesdescribethefeaturesofthetheme,andeachbubblehasalineconnectedtothethemebubble.Thiskindofgraphisusuallyusedtodefinethepropertyorcorrespondingrelationsofthings,whichcanincreasethedepthanddiversityofpeople’sdescriptionofanobjectwhentheywriteorexpressit.Forexample,ifthethemebubbleisicecream,thesurroundingbubblescanbecold,delicious,silky,sweet,etc.Thedoublebubblemapisanupdatedversionofthebubblemap.Ifaneventhastwothemes,thenthedoublebubblemapcanbeusedtocomparethesimilaritiesordifferencesbetweenthetwothemes,makingthecomparisonresultsmoreintuitiveandclear.Theflowmapdescribestheprocessofanevent.Firstly,writethetopicofaneventinthelargestbox,thenusesmallboxestodescribeeachstepneededtocompletetheevent,finally,connectthestepswitharrows.Aflowmapcanbeusedtolistthesequence,stepsandtimeprocess.Itexercisespeople’slogicalthinkingabilityandcultivatepeopletoformmeticulousthinking.Theflowmapisone-wayandhasnobranches,whilethemulti-flowmapisoftensuitableforcomplexprocessesorsituationsiftherearemultiplebranchingevents.Itisalsocalledthecausalmap.Thecenterboxrepresentsanimportantevent,theleftsideisthemultiplecausesoftheevent,therightsideistheresultsoftheevent.Itcanhelppeopleanalyzethecausesandeffectsofaneventandthinktherelationshipsofit.Thetreemaphasthreeparts.Therootrepresentsthetheme,thebranchesrepresenttheclassificationsofthetheme,andtheleavesrepresentthespecificdescriptionoftheseclassifications.Thetreemapissuitableforlearningandtesting.Thebracemapismadeupofmanylargeandsmallbrackets,whichdistinguishthewholefromthepartthroughtheformofbrackets.Thebracemapissimilartobutdifferentfromthebubblemap,whichpointstothepartsthatmakeupsomething,whilethebubblemappointstotheinternalfeaturesofsomething.Itisoftenusedtobreakdownthestructureofathing,tohelppeopleunderstandtheconceptofthewhole,partandtherelationbetweenthethemeandproperty.Thebridgemapisusedforanalogy.Theprocesstodrawitistowritedownagroupofrelatedthingsaboveandbelowthehorizontalline,andthenlistmoresimilarthingsbasedonthiscorrelation.Eachgroupisconnectedby“as”,whichislikeabridge,soitiscalled“bridgemap”.1.3StudiesonMindMappingMindmappingwasdevelopedinthe1870sbyTonyBozan,afamousBritishscholarbasedonbrainscience.Itisarepresentationalandspecifictool,whichhasagreatauxiliaryeffectonpeople’sthinking[4].Itcaneffectivelyfacilitatepeopletosummarizeandsynthesizeinformation.Inforeigncountries,manymanagersoflargemultinationalenterprisesusemindmappingtocompleteplanning,managementandtraining.Forexample,FluorDanieladoptedmindmappingsininternalprocessdesign,schedule,meetingmanagementandotheraspects,whichgreatlyimprovedtheworkefficiency.AndaBoeingflightengineeringmanualhasbeencondensedintoa25-foot-longmindmappingthatallowsmorethan100senioraerospaceengineerstolearninafewweekswhatwouldhavetakenmanyyearsbefore.Intermsofteaching,Goodnough&Longbelievesthatstudentscanusetheimagesandcolorsofmindmappingtohelpthemexpressideasinlearning.Howittthinksthatinchildren’seducation,objectsareusedtoformmindmapping,whichmorereflectstheeffectivenessofmindmappingandpromotesstudentstocommunicatewitheachotherandestablishtherelationshipbetweenknowledge.Singaporehasmademindmappingacompulsorycoursefromkindergartentouniversity.MostschoolsintheUnitedStatesusemindmappingforteachingplanning.TheapplicationofmindmappingcanbeseeninthereportsofexpertsandscholarsfromtheBritainandtheUnitedStatesattendinginternationalacademicconferencesinChina.MindmappingwasintroducedintoChinainthe1980s.Itwasoriginallyusedtohelpstudentswithlearningdifficultiesovercomelearningdisabilities,butlateritwasmainlyusedbythebusinesscommunity,especiallyinthefieldofcorporatetrainingtoimprovethelearningefficiencyandinnovativethinkingofindividualsandorganizations.Intheaspectofsubjectteaching,duetothecharacteristicsofsubjectknowledge,subjectteachingmustemphasize“understandingmemory”and“structuredthinking”[5].Basedonthisreason,LiuZhuoyuan’steam,whichfromtheEastChinaNormalUniversity,absorbedtheadvantagesofgraphicalmethodssuchas“conceptmap”,“knowledgetree”and“problemtree”,andintegratedthethinkingmodessuchasstructuredthinking,logicalthinking,dialecticalthinkingandquestioningconsciousness,the“mindmapping”wasfinallyfurthertransformedinto“disciplinemindmapping”andgraduallyusedinschoolclasses.Sincethen,manyteachersandresearchersinthefieldofeducationhavealsomadeactiveexplorationsandtriedtocombinemindmappingwithsubjectteaching,whichhavemadegreatprogressintheapplicationofmindmappinginboththeoryandpractice.Inthefuture,theadvantagesofmindmappinginteachingwillbemoreobvious,atthesametime,itwillbeadoptedandappliedbymorelearners.2OverviewofEnglishReadingTeachingReadingisoneofthecommonmethodsforpeopletoobtaininformation,andtheimportanceofreadingteachingcannotbeignored.Thenextpartwillintroducereadingandreadingteaching，includingthedefinitionofreading,thesixprinciplesandthreemodelsofreadingteaching,thestatusandimportanceofEnglishreadingteachinginhighschool.2.1DefinitionofReadingReadingisanactivitythatuseslanguagetoacquireinformation,understandtheworld,developthinkingandobtainaestheticexperienceandknowledge.Itistheprocessofobtaininginformationfromvisualmaterials.Visualmaterialsaremainlytext,pictures,symbols,formulas,chartsandsoon.Readingisanactiveprocess,whichisregulatedandcontrolledbyreadersaccordingtodifferentpurposestocultivatepeople’ssentimentandimprovetheirself-discipline.Readingisalsoaprocessofunderstanding,thinking,absorbing,appreciating,evaluatingandexploringarticles.Inaddition,scholarsindifferentfieldshavedifferentunderstandingsofthedefinitionofreading.Readingpsychologistsdefinereadingprimarilyfromtheprocessofreading.Thedomesticscholar,ZhangBiyin,thinksthatreadingistheprocessofobtaininginformationfromwrittenmaterialsandinfluencingnon-intellectualfactorsofreaders[6].Languageeducatorsdefineitmainlyfromtheperspectiveofteachingandreadingcomprehension.Andersonthinksthatreadingisanactiveandfluentprocesswhichinvolvesthereaderandthereadingmaterial.2.2PrinciplesandModelsofReadingTeachingThefollowingisthebasicintroductionofthesixprinciplesandthreemodelsofreadingteaching.Iftheteachercanfollowthesesixprinciplesandchooseappropriateteachingmodelsaccordingtotheactualsituation,theteachingeffectwillbeimproved.2.2.1PrinciplesofReadingTeaching(1)PrincipleofauthenticityTheauthenticityofreadingteachingincludestwomeanings.Firstly,theauthenticityofthereadingmaterial.Thechoiceofreadingmaterialsshouldconsiderthecommunicativeneedsofstudentsindailylifeandchoosethereadingmaterialswithvariousstyles,readingmaterialsshouldbesuitableforstudents’languagelevelandpopularamongstudents.Secondly,theauthenticityofthepurposeofreading.Inthespecificreadingteaching,thepurposeofreadingisfirstlyreflectedintheteachingmethod,anddifferentteachingmethodsshouldbeadoptedfordifferentpurposes.Moreimportantly,thepurposeofreadingshouldalsobereflectedinthedesignofexercises,whichshouldhelpstudentsachievethepurposeofreadingthroughreadingexercises[7].ChoosetherightreadingmaterialInadditiontofollowingtheprincipleofauthenticityandstudents’interestinthecontentofthearticle,thechoiceofreadingmaterialsalsotakesintoaccountthedifficultyanddiversityofthearticle.Theselectedreadingmaterialsandattachedtasksshouldbeaccessibletothestudents.Inaccessiblematerialsandtasksdonothelpimprovestudents’readingskillsbutcausefrustration.Thechoiceofreadingmaterialsshouldalsoconsiderthediversityofarticlestochooseavarietyofcontentsandstylesofarticlesforstudentstoread[8].Inthisway,studentscanhavetheopportunitytoexperiencethereadingprocessofvariouscontentsandstyles,understandthecharacteristicsofvariousstylesandlearnmoreprofessionalknowledgeandbackgroundknowledge.CombineavarietyofreadingformsTherearethreekindsofreadingforms:intensivereading,extensivereadingandfastreading.Intensivereadingsolvestheproblemofreadingaccuracy,whichischaracterizedbyhighquality.Throughintensivereading,studentscandeepentheimpressionofvocabulary,phrases,grammaranddiscourseknowledge,accumulatenewwordsandexpressions,andimprovetheabilityofanalyticalreading.Extensivereadingsolvestheproblemoffluencyandfocusesonexpandingtheamountofreading.Throughextensivereading,students’languagesenseandreadingfluencywillbetrainedandimproved,andtheircomprehensivereadingabilitywillbestrengthened.Fastreadingmainlydevelopsvariousreadingskillsandimprovesreadingspeed,whichischaracterizedbyhighspeed.Soteacherscanchoosedifferentreadingformsflexiblyaccordingtotheactualsituation.Therefore,thetaskofimprovingreadingabilityshouldbesharedbyallthree.HandletherelationshipbetweenreadingspeedandaccuracySpeedandaccuracyarethetwostandardsofeffectivereading.Therefore,itisnecessarytodealwiththerelationshipbetweentheminreadingteaching.Firstofall,thefundamentalpurposeofreadingisunderstanding,soreadingspeedcanalsobeunderstoodasthespeedofunderstanding,butitismeaninglesstoblindlypursuereadingspeedwithoutunderstanding.Secondly,thespeedandaccuracyofreadingshouldalsobedeterminedaccordingtotheobjectivesofreadingteaching.Differentteachingobjectivesofthethreereadingformshavedifferentrequirementsonreadingspeedandaccuracy.Inaddition,studentsatdifferentlearningstagesshouldhavedifferentrequirementsforspeedreadingandaccuracy.Developstudents’awarenessofdiscoursestructureThechoiceofreadingmaterialsshouldconsiderdifferentstylesanddifferentformsoforganization.Differentarticles,suchasfables,stories,scientificarticles,newspapers,poems,etc.,havedifferentformsofstructure.Fromtheperspectiveofdiscourse,focusingonthestructureofdiscourse,basedonthewhole,itiseasytoobtaincomprehensiveinformation.DevelopreadingskillsandgoodreadinghabitsItisnecessarytocultivatestudents’habitofreadingsilently,sothatstudentscandirectlyperceivetextsymbolsthroughvisualorganssoastoimprovetheirreadingspeed.Inordertohelpstudentsdevelopthehabitofguessingthemeaningofwordsinthecontext,teacherscankeepstudents’interestinreadingbyaskingthemtoskipthedifficultpointsselectivelywithoutaffectingtheirunderstandingofthewholetext[9].Ofcourse,thisisnottodiscouragestudentsfromlookingupwordsinthedictionary.Forwordsthatdocausecomprehensionproblems,studentscanlookthemupafterreading.2.2.2ModelsofReadingTeaching(1)Bottom-upModelAccordingtothebottom-upmodel,students’acquisitionofinformationstartsfromtherecognitionofthemostbasiclanguagesymbols,thatis,fromletterstowords,phrases,sentences,paragraphsandfinallytothewholematerials.Itrequiresstudentstounderstandthelanguageinformationfrompartstothewhole.Whenusingthismethod,learnersneedtopayattentiontowords,phrasesandgrammar,sothattheycaninteractwitheachother,soastorealizetheunderstandingandgraspofthewholearticleandachievegoodreadingeffect.(2)Top-downModelThetop-downmodelmeansthatstudentsshouldgraspthetextcenterfirst,thenthetextstructureandfinallythedetailsandlanguage.Itemphasizesthatstudentsshouldusetheirknowledgereserveandunderstandingofthesubjectflexiblytounderstandthemeaningofthewholetext,guessthemeaningofthepartthattheydonotunderstandthenstudyitcarefully.Throughacomprehensiveunderstandingandanalysisofreadingmaterials,learnerscanmasterthethemeandcentralideaofreadingmaterials.Next,bylearningandmasteringkeywordsandkeyexpressions,learnerscanhaveaclearerunderstandingofreadingmaterials.Thiskindofreadingmethodfromthewholetothepartisthetop-downmodel.(3)InteractiveModelTheinteractivemodelcombinestheadvantagesofbottom-upmodelandtop-downmodel,whichnotonlyemphasizestudents’analysisandunderstandingofwordsandgrammaticalstructures,butalsotheimportanceofbackgroundknowledge.MostEnglishteacherswillchoosethisreadingteachingmodel.Theprocessofreadingstartswithamacrograspofthetext,followedbyanunderstandingofsmallerunitssuchasparagraphs,sentencesandwords.2.3PresentSituationofHighSchoolEnglishReadingTeachingHighschoolEnglishreadingteachingcaneffectivelyletstudentsmastertheEnglishknowledge,improvereadingcomprehensionabilityandstrengthenthelearningabilityofEnglish.However,therearesomeshortcomingsinthecurrentEnglishreadingclass.Thefirstoneisteachersusuallyignorethemainroleofstudents.InthepresentstageofEnglishteaching,manyteachersstillretainthetraditionalideathattheteacheristheonlyleaderintheclassandadopttheteachingmethodofindoctrination.Althoughsometeachersareresponsibleforteachingandtrytheirbesttoteachstudentseveryknowledgepoint,butforstudents,theydonotthinkindependently,thisteachingmethodcanonlyletthemrememberthebasicknowledgeofwords,grammarandsoon,butcannotestablishthesystematicframeworkofarticles.Thisisanon-activelearningprocessforstudents,anditdoesnotimprovestudents’interestsinlearningEnglish.Thesecondoneisteachersusuallyignorethecultivationofinterestinlearning.Intoday’shighschoolEnglishreadingteaching,manyteachersputtoomuchemphasisonthestatusoftextbooks.Theythinkthataslongasstudentsunderstandthetextinthetextbooks,theirreadinglevelandscoreswillbeimproved.Thisideaistoolimited,theydon’trealizethatstudentscanbroadentheirhorizonsbydoingsomeextracurricularreading,knowmoredifferentwritingtechniquesandbeautifulexpressions,andimprovetheirabilityandinterestinreadinglearning.Inaddition,althoughdoingexerciseswillhelpstudentsconsolidatetheirknowledgeanddeepentheirimpression,butifstudentsdoalotofboringexercisesforalongtimewillmakestudentsgraduallyresistreadingandreducetheirenthusiasmandinterestinreading.Thethirdoneisteachersoftenneglectthecultivationofstudents’Englishculture.Englishisnotonlyahighschoolsubject,butalsoalanguagewithprofoundculturalbackground.However,foralongtime,manyhighschoolEnglishteachersonlypayattentiontotheteachingofreadingmaterialsandansweringskills,butignoretheintroductionofculturalknowledgeandtheoverallideologicalpatternofthearticle.Oneoftheb