Abstract

Learning to read is one of the most crucial learning processes students are involved in at school, and the ability to read profoundly influences academic achievement. Reading strategy training is a method that most often recommended by researchers to enhance a student’s reading ability. It has been proved that an individual’s ability to use reading strategies is strongly related to reading comprehension.
Through two kinds of questionnaires—student questionnaire and teacher questionnaire, this paper found out the actual usage of twenty-five English reading strategies in senior high school. There are 7 teachers and 110 students participating in this survey. The following is a summary of the research findings:
 (1) Though have been taught different kinds of reading strategies, many students cannot master the reading strategies very well when they do the reading after class.
 (2) Students usually do not have positive attitudes towards reading and reading strategies. They are passive language information receivers rather than active readers.
(3) Many teachers themselves are lacking of theoretical knowledge, so they can not offer effective reading strategy instruction.
(4) Affected by the traditional thoughts and exam-oriented education，many senior high school teachers treat the reading lesson as the one to teach new words and explain grammatical problems, and developing students’ reading strategies and reading abilities are often been ignored.
Based on these theoretical findings and actual problems, it is suggested that in the English reading class, teachers should firstly raise students’ strategic awareness, allowing them to become more aware of the importance of strategy use while reading. Secondly，they themselves should have enough knowledge about the language reading strategies to help students build a repertoire of reading strategies. Moreover, teachers should regard strategy training as an integral part of regular class routine and transform their traditional teaching methods and to help students develop their own reading strategies. They should also make efforts to enable students become lovers of reading.

Key Words: reading strategy instruction, reading strategy application, senior high student

摘要

阅读作为语言学习的主要输入方式之一，是学生在学校学习中获得的最主要技能。阅读策略指导是研究人员极力推崇的提高学生阅读能力的有效方式。本文采用实证调查的方法，试图探索高中英语阅读策略的使用情况；发现英语阅读教学存在的实际问题并给老师和研究者提供一些教学方面的启示。
本文通过两份调查问卷，对25个英语阅读策略的训练和使用情况进行了调查研究。共有7名教师和110名高中生参与了问卷的调查。以下是调查的主要发现:
 （1）尽管教师对阅读策略进行了教授，很多学生无法完全掌握、应用这些策略技巧，也不能根据不同的阅读目的和不同的阅读材料调整阅读技巧。
（2）学生对于阅读以及阅读策略没有一个正确积极的态度和认识，仅仅是一个语言信息的接收着，而不是积极地读者。
 （3）一些教师本身的理论素养不够，不注重自身对先进的阅读教学策略的学习和研究，对科学的教学方式方法没有正确的认识和有效地应用，不能做到与时俱进，以至于不能提供有效地阅读策略指导，从而使得学生的阅读水平停滞不前
（4）受传统思想和应试教育的影响，许多高中教师在阅读教学思想、方法、方式上仍然存在着种种偏差，仅仅把阅读作为应付高考而进行的一项阅读训练，这在很大程度上阻碍了阅读能力的培养，以至现在出现了中学生阅读速度慢、理解力差的现象
基于理论研究的成果和实际的问题，本文认为。首先，教师应该使学生对阅读策略有正确的认识，并在阅读的过程中了解阅读策略使用的重要性。第二，教师自身要对阅读策略有足够的认识并帮助学生了解各种阅读策略。此外，教师应把阅读策略指导并入日常英语教学中，帮助学生形成自己的阅读策略体系。最后，教师应该尽可能使得学生成为阅读的爱好者。

关键词：阅读策略教学；阅读策略应用；高中生