ApplicationofDiscourseAnalysisinSeniorHighSchoolEnglishReadingTeachingThesisstatement:Thecombinationofcohesionandcoherence,macroanalysisandmicroanalysismeansofdiscourseanalysistheorywithEnglishreadingteachingisofgreatsignificanceandfeasibilityforguidingseniorhighschoolEnglishreading.IntroductionA.Researchbackgroundi.ImportanceofEnglishreadingWiththeincreasingdemandofglobalbigdatanetworkcommunication,Englishcommunicationhasbecomethemainstream,whichplaysanincreasinglyimportantroleintheworldtoday.Atpresent,languageteachingattachesgreatimportancetostudents'communicativeabilityintheactualsituation.Therefore,readingteachinghasbecomethecoreandmainbodyofEnglishteachinginseniorhighschool.However,thefocusofEnglishcurriculumreformisdiscourse,weshouldpayattentiontotheacquisition,arrangementandintegrationoflanguageandculturalknowledge.InTheNewSeniorHighSchoolEnglishCurriculumStandards(2017,23),thepremiseofcultivatinglanguageuseabilityisdiscourseknowledge.ItplaysaveryimportantroleinunderstandingandexpressingEnglish.Inrecentyears,theimportanceofcultivatingEnglishreadingcompetencehasbeengraduallyreflectedintheEnglishtestquestionsofcollegeentranceexaminationallpartsofthecountry.TakingShanxicollegeentranceexaminationasanexample,thequestionsofEnglishexaminationpapersaremainlyintheformofreading,suchasreadingcomprehension,clozefilling,grammarfilling,errorcorrectionandwriting.Asthesametime,itsexaminationformandpurposearealsochanging:fromfindingoutthemainideaofthearticletocorrectlyinferringtherelevantcontent,fromdirectlyinvestigatingtheunderstandingofthesentencetograspingtheunderstandingofthewholechapter.Researchshowsthattheseexamsubjectsarebasedonreadingcomprehension,anditsaimistoexaminethereadingabilityofstudents.Students’readingspeedisnotonlyrequiredtomeetcertainstandardsinthecollegeentranceexamination,butalsoputsforwardhigherrequirementsinthebreadthanddepthofunderstanding.Obviously,Englishreadingisanextremelyusefulandimportantskillformodernhighschoolstudents.ii.ProblemsoftraditionalteachingmodelofEnglishreadingForalongtime,influencedbyexamorientededucation,teachers'Englishreadingteachingmodeistoosingle,andtheteachingcontentistoomodeled,whichmakestheimprovementofstudents'readingabilitybecomeabottleneck.AccordingtothecognitionandthinkingofthecurrentEnglishteachingmode,themainproblemsaresummarizedasfollows:First,ontheonehand,intheprocessoftraditionalhighschoolEnglishteaching,theconnectionbetweensentencesandsentencesisusuallyignored,andonlytheteachingofwordsandsentencesisconcerned.Thisleadstoalackofthoroughunderstandingofstructureanddiscourse,sothatstudentscannotunderstandthewholeideaofthefulltext.Ontheotherhand,studentsareinseparablefromthedictionaryduringreadingandcannotindependentlysolvevariousproblemsencounteredinreading,whichenablesstudentstorememberonlyafewphrasesandsyntaxafterlearninganarticle.Theycannotunderstandtheauthor'swritingpurposeasawholeandlacktheabilitytosummarizeparagraphs.Second,becausethenewtextbookinvolvesmanycontentsandcomplexstructure,theteachingtaskisquiteheavy.Inthefaceofthetrouble,someteachersonlyteachthekeypoints,whileothersdonot.Itviolatestheprincipleofcultivatingstudents'all-rounddevelopmentintheconceptofNewCurriculumreform.Thirdly,thetraditionalteachingmethodsaretoostrictandmanyteachersfollowtheguidanceofteachingmaterialstoomuch.Classroomteachingonlypaysattentio...
