Chapter 1 Introduction
1.1 Research background
Listening, speaking, reading and writing are the four language skills, among which reading is usedthe most frequently by Chinese English learners no matter at work or in their daily life. Reading, also asan important input in students’ English learning, is the foundation to improve the other three languageskills. That means it lays a solid foundation for the learners’ further ability in speaking, listening andwriting. Reading is considered to be the most efficient means to obtain the latest information. Readingcomprehension accounts for almost 1/2 points in the NMET papers. English teaching contains manyaspects, such as grammar, function, topic, pronunciation, listening, speaking, reading, writing, learningstrategies and affection education. Reading, among these teaching goals, is considered as the mostimportant aspect in the basic English teaching. It is also one of the main means for students’ languageacquisition. “Reading English texts provide opportunities to study language: vocabulary, grammar,pronunciation and the way we construct sentences and paragraphs, and it is also provides good models forEnglish writing (Harmmar,1998)”Aims of English education are not only to letting students to learn the basic knowledge and the basicskills, but also to develop their thinking ability and cultivate their humanistic spirits. Traditional Englishteaching, which advocates the bottom-up model in reading teaching, is still adopted by many Junior HighSchools. This bottom-up model is a kind of passive decoding model, by which teachers only need toexplain the literal meaning words by words, sentences by sentences, then the students would know aboutthe translation of the texts not the intended ideas of it. Actually, this pedagogy has no benefits to thelearners’ reading ability and it puts much more emphasis on grammar analysis rather than training thestudents’ English reading ability. There are not reading skills or reading strategies involved in this type ofclass. Students are learning English in a passive way, they merely pay their attention to memorizing thenew phrases, ignoring to comprehending the gist which the writers want to express in the articles. In theEnglish class, the teachers put their focus on the imparting knowledge points, especially the grammarpoints to the students and the control of whole class without giving some freedom to students who arelistening to them and taking notes. Students are like robots following the commands of the teacher(Danny& Natalia, 2017). Little communication will be made between them. As the result of this teachingmode, students’ reading competence doesn’t get any progress.
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1.2 Research significance
Great changes have to be made in our English reading teaching model, as what has been mentionedabove. In order to change the situation in which teacher dominates the English class and put into effectthe new curriculum reform’s requirements as well. The author tries to apply the Learning-Plan GuidedTeaching Mode to a senior high school English teaching and wants to realize the following significance.First of all, it could guarantee the implementation of quality education, improve the basic education,set up the idea which advocates “student-centered” and change the knowledge-centered teaching idea intowhole-person oriented education concept. This research aims to improve the English readin，英语论文网站，英语论文题目
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