Implications of High School English Reading Teaching in the Context of the New Curriculum Standards

Huilan Li

doi:10.54691/jm9mt125

Authors

Huilan Li

DOI:

https://doi.org/10.54691/jm9mt125

Keywords:

New Curriculum Standards; High School English Reading; Core Literacy; People-oriented Deep Reading; Critical Thinking; Reading Strategies.

Abstract

English reading, as one of the five major skills including listening, speaking, reading, viewing, and writing, has always been emphasized by English teachers. With the deepening of the new curriculum reform, high school English reading teaching faces new requirements and goals. However, there are still some issues in the classroom practice of English reading teaching. This paper aims to delve into the implications of high school English reading teaching under the new curriculum standards, aiming to shift students from mere test-takers to genuine readers. Firstly, the paper reviews the requirements of the new curriculum standards for high school English teaching, emphasizing the focus on core literacy, adhering to a people-oriented educational philosophy, and giving special attention to the importance of reading. Secondly, by analyzing the perspectives of both teachers and students, the current situation of high school English teaching is comprehensively examined, revealing the challenges faced by educators and students in adapting to the changes brought by the new curriculum standards. By comprehensively applying these insights, we hope to promote the reform of high school English reading teaching, cultivating students with more profound thinking, innovative capabilities, and interdisciplinary literacy. Teaching students how to read is an integral part of this process.

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