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1、畢業(yè)論文（設計）HowtoCultivateSeniorHighSchoolStudents’ReadingCompetenceinEnglishTeaching1.Introduction12.Threemodelsinreadingprocess32.1Bottom-upmodel32.2Top-downmodel42.3Theinteractionoftop-downandbottom-upprocessing53.Factorsaffectingreading63.1Vocabulary63.2Cu
2、lturalbackground63.3Materials73.4Readingskills83.5Readinghabits94.Howtocultivateseniorhighschoolstudents’readingcompetence104.1Teacher’shelp104.1.1Choosingmaterials114.1.1.1Comprehensibility124.1.1.2Simplification124.1.1.3Interest134.1.1.4Sufficiency134.1.
3、2Toenlargestudents’schemata144.1.2.1Contentschemata144.1.2.2LinguisticSchemata164.1.3Trainingstudentstohaveproperstrategiesofreading184.1.3.1Warming-up184.1.3.2Prediction194.1.3.3Fastreading194.1.3.4Howtomakeasummary214.2Students’effortoutsidetheclassroom2
4、24.2.1Readextensively224.2.2Toformvirtuouscircleofreading224.2.3Keeponreadingeveryday235.Conclusion24References2526畢業(yè)論文（設計）1.IntroductionReadingaswellaslisteningisachiefmeansofobtaininginformation,anditisoneoftheimportantmeansofgainingdifferentkindsofknowl
5、edgeandofbenefitingfromtheachievements.Individualscouldnotadvancewithoutreading,forreadingcanarousepeople’scuriosityabouttheworldandthendevelopstheirqualitiesinEnglishlanguageandhumanities.Readingisanimportantlanguageinput.Therefore,thestudyofhowtomakegood
6、useofthismeansofinputandoptimizethereadinginputisofgreatsignificance.Withtheaimofmakingstudentshaveaccesstoalotofcomprehensibleandeffectivereadingtexts,thedifficultyofmaterials,thesufficiencyofreadingandthemethodofreadingteachingshouldbewellstudied.Whatare
7、yourpurposesforreading?Itisnotverylikelythatyouareinterestedinthepronunciationofwhatyouread,noryouareinterestedinthegrammaticalstructure.Youreadbecauseyoudowanttogetinformationfromwhatyouread,aswellastogetenjoyment,ideas,andfeelings.AccordingtoChristineNut
8、tall(2002,8),readingisconcernedwiththetransferofmeaningfrommindtomind,thetransferofamessagefromwritertoreader.Meaningcomesfromaninteractionbetweenthoughtandlanguage,becausereadingisanactiveandinteractiveproce
