本科畢業(yè)設(shè)計(jì)（論文）The Application of Schema Theory in High School English Reading Teaching

ContentsTOC\o"1-2"\h\u6005Abstract I28674摘要 IIIntroduction 1185661IntroductiontoSchemaTheory. 3292261.1ConceptofSchemaTheory 3228371.2ClassificationofSchemaTheory 6268151.3DomesticandForeignResearchonSchemaTheory 7185662CurrentSituationofEnglishReadingTeachinginHighSchool 947032.1TheImportanceofEnglishReadinginHighSchool 9291952.2ProblemsandObstaclesinHighSchoolEnglishReading 1365053ApplicationofSchemaTheoryinHighSchoolEnglishReadingTeaching 16245643.1AppliedwithSchematicIcon 16208833.2AppliedwithSchematicStructure 183.3AppliedwithSchematicDiagrams 1965054AdviceandSuggestions 214.1StimulatingStudents’ReadingInterest 214.2ExpandingStudents’LanguageKnowledge 2222170Conclusion 2431982Bibliography 2622170Acknowledgements 28AbstractReadingcomprehensionhasalwaysbeenadifficultandimportantpartinhighschoolEnglishteaching.ThetermschemaappearedasearlyasKantsphilosophicalworks.Inthestudyofmodernpsychology,Gestaltpsychologywasthefirsttoattachgreatimportancetoschematheory.Whileschemaisthepriorknowledgeorbackgroundknowledgeinthemind,andschematheoryisBartlettstay1970sItcanbeusedinlanguageunderstanding.Readerscanfillinthedetailsofthetextwiththehelpoftheactivatedknowledgestructureinmemory,soastoachievethepurposeofreadingcomprehension.Foralongtime,duetotheinfluenceoftraditionalEnglishteachingmethods,vocabularyandgrammarhavebeenregardedasthemainteachingobjectives.Neglectingthetrainingofreadingabilityandtheaccumulationandapplicationofschematheory,theresultispoorreadingcomprehension.OnthebasisofexpoundingtheschematheoryandtheimportantroleofschematheoryinEnglishreadingcomprehension,thispaperputsforwardsomesuggestionsandmethodstohelpstudentsuseschematheoryandimprovetheirreadingability,soastobetterapplyschematheoryinEnglishreadingteachingpracticeinseniorhighschoolandimprovestudents’Englishreadinglevel.KeyWords:schematheory;Englishreading;readingskill摘要閱讀理解一直是高中英語(yǔ)教學(xué)中的難點(diǎn)和重點(diǎn)。圖式一詞早在康德的哲學(xué)著作中就已出現(xiàn)。在近代心理學(xué)研究中,最早對(duì)圖式給以理論上高度重視的是格式塔心理學(xué)。圖式是頭腦中的“先存知識(shí)”或“背景知識(shí)”，圖式理論是Bartlett在19世紀(jì)70年代提出來(lái)的，它可用于語(yǔ)言理解中，讀者借助記憶中激活的知識(shí)結(jié)構(gòu)來(lái)填補(bǔ)文本中未表達(dá)出的細(xì)節(jié)內(nèi)容，從而達(dá)到閱讀理解的目的。長(zhǎng)期以來(lái)，由于受傳統(tǒng)英語(yǔ)教學(xué)法的影響把單詞和語(yǔ)法作為主要的教學(xué)目標(biāo)。忽視了閱讀能力的訓(xùn)練和缺乏圖式理論知識(shí)的積累和運(yùn)用，結(jié)果造成閱讀理解效果不佳。本文在闡述圖式理論以及圖式理論在英語(yǔ)閱讀理解中的重要作用的基礎(chǔ)上，提出一些如何幫助學(xué)生運(yùn)用圖式理論和提高閱讀能力的建議和方法，以便在高中英語(yǔ)閱讀教學(xué)實(shí)踐中更好的應(yīng)用圖式理論，從而提高學(xué)生英語(yǔ)閱讀水平。關(guān)鍵詞：圖式理論；英語(yǔ)閱讀；閱讀技巧IntroductionReadingisacognitiveprocess.Themeaningofatextneedsnotonlytobefoundinthesentence,butalsotobederivedfromthebackgroundknowledgeofthereader.Inreadingcomprehension,schemaassistustoinferenceandquickentheprocessofcomprehension.Whenreadingatextwritteninasecondlanguage,ifthesituationframeinthereader’smindisinconsistentwiththesituationframeinthetext,evenifthereisnoproblemwithhislanguageknowledge,readingcomprehensionwillencounterdifficulties.Readingcomprehensionisnotonlyalanguageproblem.Readingisnotonlyanimportantavenueformankindtoemulatepertainingtolearningorculture,comprehendtheworldandcommunicate,butalsoanecessarybasicskillforlanguagelearners.ForhighschoolstudentstolearnEnglish,readingisanimportantwaytolearnEnglish,andalsooneofthemainpurposesofEnglishlearning,isthemostbasicforeignlanguageapplication.Whenteachingstudentstoread,theyshouldteachlanguage,andalsoteachstudentsbackgroundknowledgeanddeveloptheircognitiveability.Onthebasisofthistheory,firstofallreadingcomprehensioninputscertaininformation,andthensearchesforschematathatcanexplaintheinformationinmemory.Whenschematathatcanexplaintheinformationarefound,youcansaythatunderstandingisgenerated.Onthebasisoftheschemareadingtheory,thereadingabilityofreaders’isdeterminedbythreekindsofwindows,namely,linguisticschemaandthemeaningofabstracttransmission,soastoachievethepurposeofcommunicationbetweenreadersandauthors.Otherwise,readingcomprehensionwillfail.TheauthorappliesschematheorytohighschoolEnglishreadingteaching,andmakesthefollowingexplorationtoimprovetheeffectivenessofstudentsreadingcomprehensionability.Thispaperwilldiscussthistopicthroughthebackgroundofschematheory,theunderstandingofEnglishreading,schematheoryandhighschoolEnglishreadingteaching.Withoutadoubt,theteacherinEnglishreadingissupposedtounderstandtheessenceofteaching,obtainsfromthetextstructureandthecontent,accordingtoalanguagegeneralidea,betweentheattentionandtheoriginalknowledge’srelation,thecontentproperarrangements,helpsthestudenttoclarifythemaininformationwhichthetextpassesoncarries,andinstructsthemtodiscoverthismainpointandwiththeexistingknowledgebetweencombiningsite,formstheappropriatescheme,raisesstudent’sreadingandhumanrelationsabilitygradually，theteachermayadoptthefollowingteachingmethodtoactivatethestudentexistingschemeandtoestablishthenewscheme,helpsthemrelatesintheexistingbackgroundknowledgeandthereadingmaterialswritinginformation,trainsthestudenttoutilizetheschemeinreadingability.1.IntroductiontoSchemaTheoryEmmanuelKantwhowasaGermanphilosopheroriginallyputforwardtheschematheory.Inthe1970s,AmericanartificialintelligenceexpertRumelhartestablishedanddevelopedschematheory.Onthebasisofthetheoryofschemareading,thereader’sreadingabilityisdeterminedbythreekindsofwindows,thatis,themeaningoflanguageschemaandabstracttransmission,inordertorealizethedesireofcommunicationbetweenthereaderandtheauthor.1.1ConceptofSchemaTheoryInrecentyears,afterthejointeffortsoflinguists,artificialintelligenceexperts,psychologists,philosophersandcognitivepsychologistsinrecentyears,amorecomprehensiveandcompletetheoreticalschematheorywasborn,whichisagreatprogressfortheresearchmembersofschematheory.Theschematheoryisbasicallyatheoryofhumancognition.Inotherwords,itisabouthowknowledgeisrepresented,andhowthisrepresentationofknowledgeisinitsownwayconducivetotheapplicationofknowledge.[1]Accordingtoschematheory,allknowledgecanformacertainunit,whichisschema.Theseschemaweaveintoabiologicalchainthatformsahugenetworksysteminthehumanbrain.Itsmainschemaandsubschemaarecrisscross,sixsmall,andlevelareconstantlyexpandedandrevisedwiththereaders’visionandexperienceaccumulation,andconstantlyprovidereaderswithareferencetohelpreaderstoassociate,restrictandunderstandthereadingtext.Schemaisthesumofpeople’sknowledgeoftheworld.Itisathree-dimensionalnetworkofknowledgestructurethatpeopleacquireexperienceandknowledgefromdifferentexperiencesandstoretheminthebrainaccordingtodifferentsituations.Accordingtomoderncognitivepsychology,whenpeopledealwithanyinformationfromtheoutsideworld,theyneedtomobilizetheschemataintheirbrainstoexplain,predict,organizeandabsorbtheinformationfromtheoutsideworld.Withthehelpofpsycholinguistics,Goodmanputsforwardthatreadingispsycolinguisticguessinggame,whichistheresultofinteractionbetweenlanguageknowledgeandvariouskindsofknowledgeinthereader’smind.Themoreperfecttheschematastoredinone’smind,themorechancesofbeingcalled.Themorelikelyreadersaretoassociate,thinkmoreactively,andunderstandbetter.Theefficiencyofreadingishigher,andtheschemainthebrainofapersonwithshallowknowledgeandlittleknowledgeisboundtobepoor,soitisdifficulttogenerateassociationwhenreading,anditscomprehensionabilityandreadingefficiencyareboundtobelow.[2].EnglishreadingoccupiesalargeproportioninEnglishlearning.FromthefirstdaystudentscomeintocontactwithEnglish,EnglishteacherswilltellstudentsthatlearningEnglishcannotavoidreading.Intheexaminationreadingoccupiesaverylargeproportion,ofcourse,EnglishreadingisalsooneofthemostimportantcomponentsofhighschoolEnglishcurriculum.HighschoolEnglishteachersareafraidthatmissingsomedetailsinthereadingprocesswillleadtostudents’misunderstanding,sotheywillexplainthetextbookwordforword.However,thedisadvantageofthisapproachisthatstudentsdonotthinkaboutthedeepmeaningofthetextbythemselves,asiftheyarealldefined,resultinginunsatisfactoryteachingresults[3]1.1.1Bottom-upModelAccordingtotheresearchoflinguists,theprocessoflanguageprocessinggoesthroughseverallevels,fromthelowleveltothehighlevel,whicharephonologicallevel,lexicallevel,syntacticlevelanddiscourselevel.Thebottom-upmodelstartsfromthelowestlevelanddoesnotaffecttheprocessingofthenextlevel.Forexample,grammarisonlytaughtinlanguageteaching,whileotheraspectssuchaspronunciation,vocabularyandsyntaxarecompletelyexcluded.Therefore,understandingateveryleveliscrucial.Bottom-upmodeltothewholeprocessofreadingasaprocessofisolation,toomuchemphasisonasinglelevelofunderstanding,putlearnersinapassiveposition,ignoretoconsiderotherfactors,suchasculturalbackgroundreadingstrategiessuchastheimpactofnonverbalinformation,isnotconducivetoexpandthemindsofstudents,studentsunderstand,limitedintheshallowlevelofpassiveandlackofabilitytoanalyzeproblems,couldeventuallyleadtoreadinglevel[4].1.1.2Top-downModelThetop-downmodelistheoppositeofthebottom-upmodel,whichemphasizesthattheinformationatthepreviouslevelwillaffecttheprocessingatthenextlevel[5].Forexample,inthereadingclass2unitoneinsearchoftheamberboom,whenmiddleschoolstudentsreadtexts,iftheyhaveacertainunderstandingoftheculturalbackgroundofamberboom,theywillhavelessobstaclestoreadarticles.Therefore,thismodelplaystheroleofvariousfactors.Thetop-downmodelfocusesontheaccumulationofstudents’existingexperienceandknowledge,whichisconducivetostudents’activelearning.However,sometimesstudents’backgroundknowledgewillinterferewiththeirunderstandingofthetext,andstudentswilldevelopaninertpsychologybasedontheoriginalknowledge,whichisnotconducivetostudents’acceptanceandabsorptionofnewknowledge.1.1.3InteractionModelDuetolackofbackgroundorisdifficulttoeffectivelymobilizethereadingdifficulties,enablepeopletoreflectonthebottom-upreadingmodel,thetop-downreadingmodelwasproposed,andthenitputsforwardthemodelofreadingmodelinteractionthinkreadingistheprocessoflanguageandnon-languageknowledgeinteraction,theguidingroleofthemodelofreadingteachingistomakestudentsmasterpriorlanguageknowledgeatthesametime,theselectiveuseofpriorknowledge,deepentheunderstandingofthetext,therefore,canmakeupfortheinadequacyoftop-downmodelandbottom-upmodel,improvethequalityofreading[6].1.2ClassificationofSchemaTheoryThearticlehasvariousthemes,suchasscienceandeducationthemes,socialthemes,literarythemesandsoon.Therearemanytypesofstylesthataremainlywritteninnarrative,argumentative,newsreports,poetry,prose,scriptletters,reviewsandnarrativesDifferentthemesanddifferentgenresneedtoadoptdifferenttextstructureschemata,thatis,“bottomstructure”.Forexample,newstextsareusuallywritteninaninvertedpyramidstructure.InthecourseofEnglishreadingteaching,teachersshouldguidestudentsdeliberatelyanddirectionallytosumupthestylisticfeaturesofnewstextsandthecoreofnewsexpressiontolearntoquicklygraspthemainideasoftextsaccordingtothenewsguide,andthencarryoutpredictivereading,whichwillimproveefficiency.Differentarticlesonthesametopichavethesamecontent,i.e.relevantbackgroundknowledge.Students’masteryofthecontentdiagramofthereadingtopicobviouslyaffectstheirunderstandingofthearticle,nottomentionthedeeperreadingabilityrequiredbytheformsofreasoningandguessing,forexample,whenstudentsreadChristmas.Generally,theywillassociatewithSantaClaus,Jinglebell,ChristmasTrees,Stockings,Christmasgifts,ChristmasEve,Snow,JesusChrist,Familyreunionandotherrelevantbackgroundknowledge,whichisobviouslyhelpfulforthemtounderstandthearticlestheyreadonthissubject.Indailyteaching,itisnecessaryforteacherstopreparerichrelevantmaterialsforstudentstoexpandreadingandenrichandconsolidatethecontentschemaofrelevanttopics.Thelanguageschemainvolvedinreadingteachingnotonlyincludesbasicvocabularyknowledgeandbasicgrammarknowledge(basicsyntax),butalsoinvolvesmorecomplexstudentswhoknow“not...but…”“not…only…”Sucharelevancestructureisrarelyusedconsciouslybystudentsinreading.1.3DomesticandForeignResearchonSchemaTheoryInfact,asearlyasthe18thcentury,thegreatphilosopherImmanuelKanthadalreadyconductedaprofounddiscussionandresearchonthephilosophicalsignificanceofschema.Atthattime,inhisopinion,whenapersonacceptsnewideas,newinformation,newthingsandnewconcepts,hewillnaturallyassociatewhathereceiveswiththeinformationexistinginhisbrain,andonlybyconnectingthemwiththeknowledgeinherentinhismindcanhegenerateconceptsofmeaning.Inthe1930s,Bartlett’sresearchonmemory,anexperimentalpsychologist,wasregardedasaclassicalexplorationonwhichschematheorywasbased,whichlaidafoundationfortheemergenceanddevelopmentofschematheory.D.Rumelhart,anAmericanintelligentexpert,madeacomprehensiveandsystematicexplanationofschema.Hecalledschema“thebuildingmoduleofbuildingcognition”,whichiscomposedofconstantandvariableorvacancy.Onthebasisofthistheory,heputforwardatheoryaboutstudyingthepsychologicalprocessofreadingcomprehension,whichhasagreatinfluenceonthelaterresearchonmatters,thatis,schemareadingtheory.Inthe1980s,schematheoryhasgrownintoasignificantpartofreadingtheory.Schematheoryclearlypointsoutthatpeoplecanunderstandnewinformationbyactivatingrelevantschemataintheirminds.Scholarswhoapplyschematheorytothestudyoffirstlanguagereadingcomprehension：Inthe1972s,schematheoryhasdevelopedintoanimportantpartofreadingtheorybyBransford&JohnsonThorndyke.Schematheoryclearlypointsoutthatpeoplecanunderstandnewinformationbyactivatingrelevantschemataintheirminds.ThistheoryhasbeendevelopbyAnderson，Reynolds,Schallert&Goetzin1977s.TheprojectwasalsostudiedinKindlch&Greene1978sandschematheoryinMandler&Johnson1977s.Amongthescholarswhoappliedschematheorytothestudyofreadingcomprehensioninnon-EnglishcoursesinthefirstlanguageareJohnsonwhostudiedthistheorybetween1981and1982.Steffensen,Joagdev&Anderson(Schematheorywasalsousedinthefirstlanguagenon-courseunderstandingstudyin1979[7].Fromtheautumnof2000,theDepartmentofEastAsiaoftheUniversityofHawaiihascarriedouttheexperimentaltransformationoftheoriginalseniorChinesecourseforthefourthyear,andhascarriedouttheoveralldesignofthecourseandthecompilationofteachingmaterialsagain.Theyaddedthepracticeofmeaningschemaanalysisinthetextbook,forexample,forthearticlemannedspaceflight.Inordertohelpunderstand,therewasaquestionoffillingintheformintheexercise,requiringstudentstocompletetheformaccordingtothecontentofthetext,soastohelpconstructthecentralcontentofthewholearticle[8].TheintroductionofschematheorytoEnglisheducationinChinaisearlieranditsresearchscopeiswider.Atpresent,theresearchonSchemaTheoryinChinamainlyfocusesonEnglishreading,writing,listening,infantteachingandtextbookcompilation.ThroughthebookofEnglishnewsbroadcastlisteningstrategybasedonschematheory,wecanfindouthowtofindschema,constructschema,activateschemaandreconstructschemaindetail[9].InEnglishwriting,theapplicationandpracticeofSchemaTheoryinBusinessWritingTbinedwithteachingpractice,discussestheapplicationofSchemaTheoryinBusinessEnglishwritingfromtwoaspectsofcontentandform,andhowtoimprovethelevelofbusinessEnglishwritingbybuilding,improvingandstimulatingrelevantschemata.However,therearefewarticlesaboutthecombinationofBritishandAmericanliteratureandschematheory.Sofar,wehaveonlyfoundoneEnglishandAmericanLiteratureTeachingwithnetworkmultimediaundertheguidanceofSchemaTheory[10]Fromthecollecteddata,thereislittleresearchonthecombinationofBritishandAmericanliteratureandschematheoryinChina,whichneedstobefurtherexplored.2CurrentSituationofEnglishReadingTeachinginHighSchoolInrecentyears,theselectionofreadingmaterialstendstobelife,age,knowledgeandmodernization,highlightingthecharacteristicsofpracticality,involvingsocialscience,naturalscience,dailylife,outlookonlifeandmanyotherfields.Fromthepointofviewofthequestiontypesetting,therearetopicideassummary,detailunderstandingoftheinformationproblem,meaningortheauthor’sintentiontoinferthereasoningandjudgment.Thevocabularyofthearticleisincreasing,andtherearelongdifficultsentences,whichreflectstheinfluenceoflanguageschemagrasponreading.Therefore,toreadeffectively,wemustovercometheaboveobstacles.ReadingteachinghasalwaysbeenthefocusanddifficultyofEnglishteachinginseniorhighschool.Becausethecollegeentranceexaminationistheonlymeasure,althoughreadingteachinghasreceivedtheattentionofteachersandstudents,buttheteachingsituationisnotoptimistic.Readingisstilladiseasethatstudentsloveandhate.Foralongtime,duetotheselectionofreadingtexts,individualdifferencesofstudents,teachers’professionalknowledge,readingpatterns,subjectcharacteristics,schoolenvironment,regionalclasshoursandmanyotherfactors,coupledwiththeinfluenceoftraditionalteachingmethods,studentslack.Theaccumulationandapplicationofschemaknowledgeleadstomanyobstaclesinstudents’readingandpoorreadingeffect.Atthesametime,therearealsolong-termaccumulatedmisunderstanding:someteachersinordertoteachingprogress,orcanthrowawaythearbitrarystick;heavyvocabularyFrenchlanguageschemaaccumulation,lightcontent,formalschematraining;heavyutilitariantime-limitedreadingtraining,lightlifepracticeunderstandingedification.Itisintroducedfromteachersandstudentsrespectively[11].2.1TheImportanceofEnglishReadinginHighSchoolEnglishreadingisthemaincontentofEnglishteachinginseniorhighschool,butwiththedevelopmentofglobalintegrationandinformatization,itputsforwardnewrequirementsandchallengestoreadingability.Improvingthelevelandqualityofreadingteachingandpayingattentiontothecultivationofstudents’readingabilityisnotonlytheneedoflanguagelearning,butalsotheneedofsocialdevelopment.Fromtheperspectiveoflanguagelearning,Englishreadingcanbediscussedfromthreeaspects:textbookreading,examreadingandextracurricularreading.Completeteachinglinksinadditiontoimportantin-classreading,butalsotheextensionofextracurricularreading.Throughreadingwecanincreaselanguageknowledge,absorbEnglishinformation,andexpandthelevelofcognition.Thewholemeaningandstructureofthearticleonthegraspoftheexamination.[12]Theimprovementofreadingabilitycanpromotetheimprovementofstudents’listening,speakingandwritingability,andalsomakestudentsunderstandthetruemeaningandvalueoflearningEnglishfromEnglishreading,experiencethefunoflearningEnglish,builduptheself-confidenceoflearningEnglishwell,andenjoythesenseofachievementoflearningEnglish.Fromthepointofviewofsocialdevelopment,EnglishreadingrunsthroughthewholeEnglishlearning,andeventhroughthelifelongreadingoflearners.ThecultivationofEnglishreadingabilityisagradualandspiralprocess.Themasteryofreadingabilityistheskillthatbenefitsthelearner’slife.ThereareclearrequirementsonEnglishreadinginthesyllabusandcurriculum.TheabilityofEnglishreadingisnotonlytoenablestudentstofullygraspthelanguageknowledgeofthearticleandalltheinformationthatappearsinthearticle,butalsotoenablestudentstomastersomeoftheabilityandskillsthatcanenhancetheirinterestinreadingandenhancetheirreadingcomprehension.soastoimprovestudents’abilityandpatiencetocompletereadingcomprehensionindependently.IfwefocusoncultivatingEnglishreadingability,studentswillhaveagreatbreakthroughinthestudyofEnglishasasubject.ThehighschoolEnglishreadingsyllabusclearlypointsoutthatinthehighschoolEnglishcurriculummustpayattentiontoletstudentspracticeanddeveloptheirowncomprehensivelanguageability,atthesametime,increasetheamountofreading.Improvestudents’thinkingabilityintheprocessofansweringreadingcomprehensionquestionsandimprovetheirabilitytoanalyzearticles.Cultivatestudentshowtoenhancethinkingactivityandfindwaystosolveproblemsquickly.ItcanbeseenthatallaspectsofEnglishareconnected.Withthehelpofreading,studentscanexpandtheirknowledgeandincreasetheirvocabulary,thusenrichingtheiruseofcommunicativevocabularyandwritingvocabulary.Inconclusion,readinghelpstoimprovemyEnglishskills,boththestrengtheningofthesense,andunderstandingofwesterncultureandcustom,andtheformationofEnglishthinking,cannotleavetheEnglishreading.Therefore,everydayEnglishclassinhighschoolclassroom,inordertomakestudentsrealizetheimportanceofEnglishreadinginEnglishteachingaswellasthestatus,teachersshouldencouragestudentstoimprovetheirreadingability,providestudentswithinterestingsubjects,andwhentheyneedhelpinstudentsaroundtoaccompany,givinghelp,graduallysothatthestudentslovereading,consciouslyformedthegoodhabitoflovereading,soastolearnEnglishwell,improveEnglish.2.1.1FactorsofTeachersThefirstisthefocusofteaching.Someteachersstillfocusontheexplanationoflanguagepoints,words,phrases,sentencepatterns,grammarandthetrainingofalargenumberofsingletopictacticsafterclass,ignoringtheexpansionofbackgroundknowledgeandthecultivationofpragmaticabilityoftextstructure,andnotfocusingonthestimulationofstudents’readinginterest.Thesecondpointistheclassroommodel.[13]Inreadingteaching,weuseteacher-centeredvocabularyandgrammarteachingasthecenterofreading.Inreadingclass,weuseasinglefirst-classword,thenletthestudentsfollowtherecording,thensimplyaskquestionsandanalyzethemainidea.Time-limitedtrainingreadingmodeissimpler.The40-minuteclassisdividedintotwosteps,startingwitha30-minutetime-limitedreadingandcompletingfour15-questionreadings.Theremaining10minutesaretheteacher’sstandardanswers.Studentsarelikeduckswaitingtobefed.Althoughreadingteachingshouldnotsticktosomefixedmode,theteachingmodeshouldadoptscientificandeffectiveteachingmodeaccordingtotherulesofEnglishlanguageteaching.Thethirdpointisthedifferenceofteachers’quality.Readingteachingisalsoinfluencedbymanyfactors,suchasteachers’professionalaccomplishment.[14]Whethertheteacher’sprofessionalknowledgeiscompetentforreadingteaching;whethertheteachercanorganizereadingteachingeffectivelyandrigorously;whethertheteachinglanguageusedbytheteacherisartistic;whethertheteachingmethodadoptedbytheteacherisflexible;whethertheteacherinfusesemotionintheteachingprocess;andwhethertheteacher’steachingmeansarestrategic.2.1.2FactorsofStudentsThefirstpointisthestudents’readinghabits.Thestudents’readinghabitsaremixed.Somestudentswillreadword-by-wordreading,lipreadingorreadback,resultinginslowreadingspeed.Somestudentshavenoreadinginterestandnoreadingmotivation.Thesecondpointistosummarizethecharacteristicsofstudents’Englishreadingeffectiscloselyrelatedtotheirvocabulary,grammarknowledge,textstructureknowledge,culturalbackgroundknowledgeandreadingstrategies.Students’readingisstillknowledge-basedreadingattheleveloflanguageschema.Studentswillnotaccumulateconscious,systematicandeffectiveculturalbackground;thereisnohabitofanalyzingtextstructure;thereisnohabitofcultivatingandusingreadingstrategyconsciousness.Somanystudentsreadblindly,theirvocabularyisinsufficient,theirculturalbackgroundknowledgeisscarce,andtheydonotmasteranduseappropriatereadingstrategies.Thesedeficienciesarealsothefocusthatourteachersshouldchangeinreadingteaching.2.2ProblemsandObstaclesinHighSchoolEnglishReadingReferringtothenatureofreading,itisnotdifficulttofindthatatpresentourEnglishreading,teachersandstudentshavespentalotoftimeandenergy,buttherearestillvariousproblemsandobstacles.Althoughlanguageknowledgeisthebasisofreading[15].Butwe’rekindofoverstatingnow.EnglishreadinginseniorhighschoolgivesclearrequirementsintheEnglishsyllabus:Englishreadinginseniorhighschool.Thepurposeofthisarticleistoenablestudentstolearnlanguageknowledgeinreadingtraining,toobtaintheinformationprovidedbytheessay,a