文本解读法在高中英语阅读教学中的推广探讨

y  the  foundation  for students to absorb the ideological connotation contained in the text. Now take Unit 1 TEENAGE  LIFE  of  the  New  Senior  High  School  Compulsory  English  Textbook  of the  2019  People's  Education  Edition  as  an  example  to  discuss  the  strategies  and methods of content analysis. It takes "the life of adolescents" as the main body of the argument,  starting  from  the  challenges  faced  by  freshmen  in  China's  first  year  of senior high school. Supplemented by a letter in reply  answering teenagers’ puzzles and  an  article  highlighting  the  problems  of  teenagers  at  the  current  stage,  it  helps students understand the opportunities and difficulties they face in adolescence. At the same time, it exercises their ability to read and analyze English texts. Then it showed the  similarities  and  differences  in  the  lives  of  teenagers  in  different  regions,  and demonstrated  the  dual  logic  of  teaching  English  skills  and  emotional  teaching. Therefore, at the superficial level of text interpretation, teachers should guide students to analyze the superficial connotation of a text and then break out of the text itself and unit context to understand the function and role of each article in the theme. And this process  requires  students  to  use  generalization,  analysis,  and  evaluation  thinking methods to appreciate the author’s creative connotation and ideological theme of this unit.
Chapter Three Research Design .............................. 15
3.1 Research Questions .................................. 15
3.2 Participants ...................................... 15
3.3 Research Methods ........................... 15
Chapter Four Results and Discussions ............................... 26
4.1 Results and Discussions of Tests .................................... 26
4.2 Results and Discussions of the Questionnaire .............................. 31
4.3 Results and Discussions of the Interview .................................. 34
Chapter Five Conclusions .......................................... 37
5.1 Major Findings ........................... 37
5.2 Pedagogical Implications ............................. 38
5.2.1 The Multiple Perspectives of Text Interpretation ........................ 38
Chapter Four Results and Discussions
4.1 Results and Discussions of Tests
Through data collection and comparative analysis, we will find that in the high school English reading teaching under the guidance of the text interpretation method, the reading performance and self-efficacy of high school students have changed. The author  made  a  comparative  analysis  of  the  reading  scores  of  the  experimental  class and the control class before and after the experiment through SPSS22.0. 

We can know from Table 4, experimental class students’ average reading score was  27.174  before  doing  experiments.  The  average  score  of  the  students  in  the experimental  class  was  31.065  after  experiments,  and  the  average  difference  was 3.891. Through the comparison of the above data, it is found that the average reading score  of  the  experimental  class  students  has  increased  from  27.174  points  to  31.065 points, a total increase of 3.891 points. It can be seen that the reading performance has improved greatly, reflecting that the experimental class