Chapter One Introduction
1.1 Research background
在按照新的国家英语课程标准（实验，2017年），高中学生中，有四种基本语言技能：听，说，读，写。其中阅读是最重要的原因，它是必要的访问，让学生获得语言知识。此外，英语阅读是一个至关重要的的信道为学生，，以领悟的文化的外国国家的，扩阔他们的的视野作为以及作为充实课外生活中，，并培养他们的的的的文化的异同的意识。阅读状态并没有考试要求的目的，但真正的必要性的问题，为终身学习和终身发展。这是需要在新的国家英语的课程设计标准（实验，2017年），学生应该能够从文本中获得的消息，抢他们的中心意思，英语论文题目，同时，语言改进将被阅读的自然副产品。因此，“阅读理解能力被看作是在英语学习中最重要的技术，它直接涉及读者是否能顺利实现阅读合作：”（ZhangDongchang与潘未未，2017:3）。那么如何提高学生'阅读能力？这是强调在教育理论，教师发挥了关键影响，英语毕业论文，在培养学生的阅读策略，因此，学生的阅读能力都主要是作用老师的指令。然而，事实上，许多读书措施使用由教师不能有效地提高学生的阅读能力。
In accordance with the New National English Curriculum Standards (Experiment,2017) for senior high school students, four fundamental language skills are required:listening, speaking, reading and writing. Among them reading is of the greatestimportance for the reason that it's the essential access for students to acquire languageknowledge. Additionally, English reading is a vital channel for students to comprehendthe cultures of foreign countries, broaden their horizons as well as enrich extracurricularlife and cultivate their consciousness of culture differences. The purpose of reading isnot just for an examination requirement, but for a matter of real necessity, for life-longlearning and life-long development. It is required in New National English CurriculiunStandards (Experiment, 2017) that students should be able to derive messages fromtexts and grab the central meaning of them, simultaneously, language improvement willbe a natural by-product of reading. Consequently, "Reading comprehension ability isviewed as the most important technique in English language learning, which is directlyconcerned with whether readers can smoothly achieve reading co:mprehension”(ZhangDongchang &Pan Weiwei, 2017:3). Then how to improve students' reading abilities? Itis emphasized in Educational theories that teachers play a key role in cultivating thestudents reading strategies, thus students' reading abilities are mainly influenced by theteacher's instruction. However, as a matter of fact, many reading methods used by theteachers are not effective in the improvement of the students' reading ability.
Thereby,a common phenomenon often occurs: after reading a passage，students only catch the“surface meaning" of a text, with no ability to dig out its potential meaning, that is, theycan neither infer the intention of the author nor interact with him. It is known to us allthat the whole is not equal to the sum of the parts, wherefore getting low achievementsin the reading exams is a common thing for the students, which may make them feelupset and get bored with reading, by reason of tasting no sweet of success in reading. Inview of that, it's better for the teachers to instruct the students to understand the textfrom understanding only the lines to understanding between and beyond the lines.Additionally, just as Farrell(2017:13 ) said that “reading is often talked by someteachers, and they seldom actually make their students read in the reading class，，，that is,actual reading don't happen in the reading class. In reading classes，teachers often setsome questions and let the students answer, which results in eyes are used more oftenthan brains. More often than not, students with “Ten Questions Syndrome" (Farrell2017:15) are tired of this lockstep learning in reading. All the defects mentioned aboveneglect the nature of reading, which emphasizes the readers' attention on meaning andglobal understanding of the readi
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