【双减政策下小学英语阅读课程及教学模式研究（英语版）（论文）】

双减政策下小学英语阅读课程及教学模式研究Contents242731.Introduction 5197861.1ResearchBackground 59491.2SignificanceandPurposeoftheStudy 277121.2.1ResearchPurpose 231481.2.2ResearchSignificance 2261541.3StructureoftheThesis 254672.Literaturereview 450182.1RelatedTheoriesonDoubleReductionPolicy 4283812.2RelatedTheoriesonEnglishReadingCurriculuminPrimarySchool 5119682.2.1DefinitionofReading 5161302.2.2ReadingModels 540132.2.3ReadingStrategies 614812.3RelatedTheoriesonTeachingModeinPrimarySchool 7260573.PrimarySchoolEnglishReadingCurriculumUnderDoubleReductionPolicy 11201593.1TheWholeStructureofPrimarySchoolEnglishReadingCurriculum 11187323.2SituationalteachingIstheMainleading-inMethod 1224133.3TheOutputMainlyTakestheFormofCharacterReadingsandTheatre 1230074.FurtherOptimizationofEnglishReadingCurriculumUndertheDoubleReductionPolicy 1416564.1PayAttentiontothePenetrationofCultureandBackgroundKnowledge 14287864.2MakeMindMapOneoftheMainPartsofOutput 15180504.3InvolveStudentinWritingScriptstoStimulateStudents'InterestinReading 15248395.Conclusion 1829001Bibliography 1916190Acknowledgments 21IntroductionInordertoclearlyillustrateandbrieflyintroducethisarticle,thischapterwillincludethreeaspects.Theyaretheresearchbackground,purposeandsignificanceofthispaper,aswellastheoverallstructureofthispaper.Thefollowingisthedetails.1.1ResearchBackgroundInJuly2021,thegeneralofficeoftheCPCCentralCommitteeandthegeneralofficeoftheStateCouncilissuedtheopinionsonfurtherreducingthehomeworkburdenandafter-schooltrainingburdenofstudentsinthestageofcompulsoryeducation.Inordertoimplementtherelevantspiritofthe"doublereduction"workofthecentralandprovincialgovernments,solvetheproblemsofexcessiveschoolwork,lowqualityandfunctionalalienation,andoptimizetheoperationmanagementanddesignpath,soastopromotethehigh-qualitydevelopmentofeducationandteaching.Inaddition,EnglishhasalwaysbeenoneofthemaincoursesindifferentstagesofeducationinChina.Atpresent,withthepopularizationanddevelopmentofEnglishinprimaryschools,EnglishextracurricularreadinghasbecomeanindispensablepartofprimaryschoolEnglisheducationandplaysaverypositiveroleinprimaryschoolEnglisheducation.1.2SignificanceandPurposeoftheStudy1.2.1ResearchPurposeTherefore,basedonthedoublereductionpolicy,startingfromtheprimaryschoolEnglishreadingcurriculumstandardsandsubjectcoreliteracy,thistopicusesscientificmethodstoexchangestudents'"improvementoflearningquality"byimprovingclassroomteachingmethods,optimizingteachingmode,reasonablyandappropriatelyarrangingextracurricularhomework.Inaddition,duetothelackofreformofEnglishextracurricularreadinginsomeschools,thedevelopmentofEnglishextracurricularreadinghasbeenhinderedtosomeextent.Here,thistopicstudiesthecurrentsituationofprimaryschoolEnglishextracurricularreading,pointsouttheexistingproblems,anddiscussestheinnovationofprimaryschoolEnglishextracurricularreadingeducationmodelbasedonthedoublereductionpolicy.1.2.2ResearchSignificanceEnglishextracurricularreadingisanimportantpartofprimaryschoolEnglishteachingactivities.Atthesametime,itisalsoaneffectivemeanstoimprovestudents'interestinEnglishlearning,cultivatestudents'Englishreadinghabitsandimprovestudents'ComprehensiveEnglishability.PrimaryschoolEnglishteachersshouldencouragestudentstoreadwidelyinextracurricularreading.Ifthereisanydoubt,theycanconsultteachersandparentstoimprovestudents'understandingofEnglishknowledgeandtheirabilityoflistening,speaking,readingandwriting,soastolayasolidfoundationforstudents'Englishlearninginthefuture.ThroughtheexplorationoftheteachingmodeofEnglishReadingCourseinprimaryschool,thistopictriestofindateachingmodethattrulyreflectsthestudent-centeredteachingmode,sothatstudentscanbecomemeaningfulactiveconstructors,activelyfind,analyzeandsolveproblemsinthelearningprocess,learntolearn,andlayafoundationfortheirfinallearning.Atthesametime,thistopiccanalsoprovidesomereferenceandEnlightenmentforothers'researchorteaching.1.3StructureoftheThesisThispaperconsistsoffivechapters.Thefollowingisthewritingorderofthepaper.Thefirstchapterbrieflyintroducestheresearchbackground,significanceandpurposeofthispaper,aswellasthestructureofthispaper.ThesecondchapterisaliteraturereviewofthedoublereductionpolicyandprimaryschoolEnglishreadingandteachingmode.Inthethirdchapter,thispaperdiscussestheprimaryschoolEnglishReadingCurriculumunderthedoublereductionpolicy,whichisthekeycontentofthispaper.TheoverallstructureofprimaryschoolEnglishreadingcurriculumandsituationalteachingarethemainintroductionmethods,andtheoutputismainlyintheformofrolereadinganddrama.ThefourthchapterputsforwardsomesuggestionsforfurtheroptimizationofEnglishReadingCurriculumunderthedoublereductionpolicy,includingpayingattentiontotheinfiltrationofcultureandbackgroundknowledge;Takemindmappingasoneofthemainpartsofoutput;Letstudentsparticipateinwritingscriptstostimulatestudents'interestinreading.Finally,thefifthchapterwillexplaintheconclusionsandlimitationsofthefulltext.

LiteraturereviewAfterthefirstchapterexpoundsthebackgroundandpurposeofthepaper,thischapterwillconductaliteraturereviewonthedoublereductionpolicyandtherelevanttheoreticalresearchonprimaryschoolEnglishreadingandteachingmode,whichwillbeusedasthetheoreticalbasisofthispaper.2.1RelatedTheoriesonDoubleReductionPolicyThe"doublereduction"isapolicytoreducetheburdenofourchildrenincompulsoryeducation,whichmeansthatthestatewillmakeourchildrenreducetheburdenofdrawingbooksinschoolandthepressureofextra-curriculartutoringbyformulatingpoliciesandsupervising.Itisanimportantdecisionmadebythestateforthehealthygrowthofourchildren.Theenactmentofthe"doublereduction"policyisessentialforimplementingtheParty'seducationpolicy,carryingoutthebasictaskofbuildingamoralsociety,especiallyimprovingtheoverallqualityofschoolteaching,regulatingout-of-schooltraininginaccordancewiththelaw,andpromotingtheoverallandhealthydevelopmentofyouth.Relevantdatashowthatthelearningworkloadofstudentsincompulsoryeducationisgettingheavier.Traininginstitutionsoutsideofschools,likeBambooshootsaftertherain,areleavingstudentsbreathlessandparentsarepayingaheavypriceforthis,whichseriouslyaffectsthehealthydevelopmentofeducation.Manydocumentshavebeenissuedtoreducetheburden,buttheconceptof"score-only"and"promotion-only"hasnotbeenfullyreflectedinschoolsandfamilies."Manyparentsignorethewishesoftheirstudentsandforcetheirchildrentobesenttoout-of-schooltraininginstitutionstofacilitatetraining.Inordertocomplywiththepublicinterestnatureofeducation,wemustadheretotheconceptofhuman-centereddevelopment,eliminateutilitarianism,marketizationandshort-sightedness,andimplementa"doublereduction"policythatwillavoidtheburdenofhomeworkonstudentsandlimitout-of-schooltraining,whichwillbeanimportantturningpointinChina'seducationstrategy.Fromthepointofviewofcreativetalenttraining,itisthemostdesirablegoalofsocietyasawholetoallowstudentstodevelopfreelyandhealthilyinaholisticmannerbyreducingtheirlearningburden,andtoalleviateanxietyabouteducationandthechallengesofthefuture.Themainpurposeofthe"doublereduction"policyistopromotetheoveralldevelopmentandhealthygrowthofstudents.Inherentinthe"doublereduction"policyistheneedtoimprovethequalityofschooleducationandtoimplementawell-roundededucationforeverystudentintermsofmoral,intellectual,physical,socialandaestheticdevelopment.Asforthe"doublereduction"policy,somepeoplethinkthatitmaylowerstudents'learningrequirementsandacademicqualitylevel,whichisnotconducivetocultivatinghigh-qualitytalents.Infact,furtherreducingtheburdenofhomeworkandtrainingoutsideofschool,sothatstudentsgetridofthe"seaofproblems"andlow-qualityrepetitivehomework,forstudentstolearnfreelyandindependently,foreducationtoreturntotheoveralldevelopmentofmoral,intellectual,physical,aestheticandculturalopenchannels,openupspace.Ofcourse,thisalsorequiresschoolstoprovideamorecomprehensiveandhigh-qualityeducation,sothatthedevelopmentofallstudentsmorecomprehensive,healthygrowthismoresustainable.2.2RelatedTheoriesonEnglishReadingCurriculuminPrimarySchool2.2.1DefinitionofReadingReading,asisexplainedinOxfordAdvancedLearners'English-ChineseDictionary,SixthEdition(LuGusun,1997),istheactivityofsbwhoreads,anactofreadingsth,andtheparticularwayinwhichyouunderstandabook,situation,etc.Usually,itisinclinedtothevisualizationsandcontainedsevenstagestoidentifythelanguageyouread;toacquiretheinformation;tounderstandtheinformationinyourbrain;tointegratetheinformationwiththepreexistinginformation;tostoretheinformationinyourbrain;torecalltheinformationandtousetheinformationwhenyouneed.2.2.2ReadingModelsAreadingmodelisagraphicattempt“todepicthowanindividualperceivesaword,processesaclause,andcomprehendsatext.”(SingerandRuddell1985)Herearesomekindsofreadingmodels.Althoughtherearemanymodelsofreading,readingresearcherstendtoclassifythemintothreekinds.①Top-DownEmphasizeswhatthereaderbringstothetext,suchaspriorknowledgeandexperiences.Sayscomprehensionbeginsinthemindofthereader,whoalreadyhassomeideasaboutthemeaningofthetext.ProceedsfromwholetopartExample:Reader'spriorknowledgetosemanticcuestoscuestoothermorespecificinformation.②Bottom-UpEmphasizesthewrittenorprintedtextSayscomprehensionbeginsbyprocessingthesmallestlinguisticunit(phoneme),andworkingtowardlargerunits(syllables,words,phrases,sentences)oProceedsfromparttowholeExample:PhonemetosyllabletowordtosentenceInteractive.Recognizestheinteractionofbottom-upandtop-downprocessessimultaneouslythroughoutthereadingprocess.2.2.3ReadingStrategiesAlvinToffler,theAmericanfuturologist,regardsthegroupofpeoplewhowanttolearnbutdonotknowhowtolearnasilliterateperson.ThecriterionofNewEnglishCurriculumStandardemphasizestheimportanceoflearningstrategies.Itdemandstheteachertoteachthestudentsnotonlywhattostudybutalsohowtostudy.Thatistosay,theEnglishteachershouldteachtheeffectivelearningstrategiestothestudents.Asfarasreadingstrategyisconcerned,differentresearchershavedifferentideas.Barnett(1989:66)definesreadingstrategyas"thementaloperationsinvolvedwhenreaderspurposefullyapproachatexttomakesenseofwhattheyread".Duffygivesadefinitiontoreadingstrategies,too.Inhisopinion,readingstrategiesareplansforsolvingproblemswhenareaderhasdifficultyinconstructingmeaningfromtexts(Duffy.1993,232).Overall,readingstrategyisnotthereadingskill.Itissomekindofmentalprocessofsolutionwhenpeoplecomeacrossintoobstaclesinreading.Scanning,skimming,schema,identifyingmainideasandsupportingdetails,usinggrammaticalclues,usingwordparts,usingcontextclues,makinginferencesSQ3Rstandingforsurvey,question,read,reciteandreview,summaryaretentypesofreadingstrategiesclassifiedbyRoyce&Becky(2001).Theefficientreaderdoeswellinchoosingappropriatereadingstrategiesdependingontheparticulartextinquestionflexibly(DavidandKeithJohnson1996).2.3RelatedTheoriesonTeachingModeinPrimarySchoolTheresearchonteachingmodeisearlierinforeigncountriesthaninChina.IntheembryonicperiodofEuropeancapitalism,thegreatCzecheducatorComenius(1592-1670),guidedbytheprincipleofepistemology,proposedthatexplanations,questions,answersandexercisesshouldbeunifiedinclassroomteaching,andobservationactivitiesshouldbeincludedintheclassroomteachingactivitysystem,andalsoputforwardtheteachingmodewith"perceptionmemoryunderstandingjudgment"astheproceduralstructure.Intheearly19thcentury,GermaneducatorHerbertfirstappliedtheprinciplesofpsychologytotheprocessofanalyticalteachingandputforwardthefamousfour-stageteachingmodel.Thesearewhatwecallthetraditionalteachingmode.Thetraditionalteachingmodeistoorigid,whichnotonlyrestrictstheinitiativeandflexibilityofteachers'teaching,butalsolimitstheexertionofstudents'initiativeandflexibility.Withthedevelopmentofeducationandteaching,thesedisadvantagesarealsograduallyemerging.Thetraditionalteachingmodeisnotgoodfornothinginthecultivationoftalents.Itcanenablestudentstomasteralargeamountoftheoreticalknowledgeinashorttime.Thisaspectstillneedstobeusedforreferenceandabsorption.Sofar,thisteachingmodeisstillappliedtotheclassroomteachingofprimaryandsecondaryschoolsinourcountry.Sincethe1920s,withthedevelopmentofcapitalistindustry,theideaofemphasizinghumanstatusandpersonalitydevelopmenthasbeenmoreandmoreacceptedandrecognizedbythesociety,sothetraditionalteachingmodehasbeengreatlychallenged.ThepragmaticeducationaltheoryrepresentedbyDeweyhasbeenrecognizedandrespectedbythesociety.Theselectionandadoptionofdifferentteachingmodesnotonlypromotethedevelopmentofeducation,butalsopromotetheprogressofsociety.Intheearly1950s,Skinnerputforwardteachingmachinesandprogramteachingmaterialsaccordingtohistheoryofoperatingconditionedreflexandpositivereinforcement.Hisideaoftheprogrammingofteachingmaterialslaterevolvedinto"programteaching"whichdoesnotneedtouseteachingmachinesbutonlyprogramteachingmaterials.Procedureteachingtakestheoperatingconditionsasthepremise,andthelearningprocessisstartedbychildren'soperation.Studentscandecidethebeginning,endandspeedofteachingbythemselves,andhavegreaterautonomyoverthewholelearningprocess.However,Skinnerisathoroughscientist.Heagreesthathumanbeingsdonothavefreewill.Theteachingmachinehedevelopedonlyneedstocontrolwhetherthefinalanswerisaccurate,withoutconsideringthecontent,formandcognitiveprocessoftheanswer,anddoesnotmakeanydistinctionbetweentheessentiallydifferentstagesoflearningactivities.Bythemid-1960s,humanisticpsychologistRogersputforwardanewteachingmodel,namely"nonguidingteachingmodel".His"nondirectiveteachingmodel"isnotreallynoguidance,butanewformofguidance,whichisdifferentfromthetraditionalguidance.GuidanceinthetraditionalsenseandRogers's"nonguidance",oneisexplicit,oneisimplied,oneisstraightforward,oneisimplicitandindirect,oneistogiveorders,oneistogiveinstructions,oneistofullyexplain,andoneistoguideandinspire.Thisteachingmodeisofgreatsignificancetotheestablishmentofanewrelationshipbetweenteachersandstudents.Theteachingmodeemphasizesthatinclassroomteaching,teachersshouldstrivetocreatealooselearningenvironment.Thewholeclassroomteachingisarelaxedandpleasantprocessofmutualtransmissionofknowledge,notaunilateralindoctrinationofknowledge,butaprocessofteachingandlearning.Therelationshipbetweenteachersandstudentsisalsoteachersandfriends.Teachersaresincereandfriendlytostudents,andstudentsrespectteachers.Inthisclassroomatmosphereofteacher-studentrelationship,studentshavefullfreedomandconfidencetoexpresstheirviewsandviews.Theteachingmodeof"flippedclassroom"isanewteachingmodeofautonomouslearninginrecentyears,whichoriginatedintheUnitedStates.IthasbeenhighlypraisedintheclassroomteachingofprimaryandsecondaryschoolsintheUnitedStates.ItsspecificimplementationisthatstudentsfirstwatchtheteachingmicrovideosandotherlearningmaterialsrecordedbyteachersorsearchedfromtheInternetbeforeclass,andusetheoriginallecturetimetosolvestudents'problems,modifystudents'homework,andpromotestudentstounderstandandlearntousetheacquiredknowledge.Itisjusttheoppositeofthetraditionalteachingmodeofteachinginclassandhomeworkafterclass,soitiscalled"flippedclassroom".Obviously,flippedclassroomadvocateslearningbeforeteaching,whichcanfullyreflectstudents'subjectivity,helpdevelopstudents'autonomouslearningpotentialandpromotestudentstolearn.TheearliestteachingmodeinChinaistheteachingmodeof"learning,thinking,learninganddoing",whichhasagreatimpactonfuturegenerations.Inmoderntimes,themosttypicalteachingmodeis"incomingacceptance",andtheteachingmodeadoptstheteachingmethodof"fillingthewholehall".Thismodetakestheteacherasthecenterofteachingactivities,andthestudentsonlypassivelyacceptknowledge,andthestudents'learningmainlydependsonrecitationandrepetition.This"Introductionacceptance"teachingmodewasintroducedintoChinaaftertransformationbyformerSovieteducatorkalovandothers,andhadagreatinfluenceatthattimeandwaswidelyusedineducationandteaching.AfterbeingintroducedintoChina,itwasmoreactivelyusedinthestageofbasiceducation.Thisteachingmodemainlyteachesstudentssystematicknowledgeandtrainsstudents'basicskills.Itfocusesonminingstudents'memoryandreasoningability.Studentsmainlyobtainknowledgethroughindirectexperience,thatis,bookknowledge.Theseknowledgeareacceptedbystudentsthroughindoctrinationandmasteredintheirmindbyrote.Theadvantageofthisteachingmodeisthatstudentscanmasteralargeamountofbookknowledgeinashorttimeandstorealargeamountofinformationintheirmind.Whatisthepracticaluseofstudents'learningtheseknowledge?Noonestudiesdeeply.Teachersonlyteachknowledgetostudents.Moreimportantly,teachers'authorityispaidspecialattention,andstudentsarenotallowedtoquestiontheknowledgetaughtbyteachers.Nowadays,this"Introductionacceptance"teachingmodelalsooftenappearsintheteachingclassroomofprimaryandsecondaryschoolsinChina.Sincethenewcurriculumreform,ChineseeducatorsandeducatorshavesummarizedmanyeffectiveeducationandteachingmodelsincombinationwithChina'sspecificnationalconditionsandeducationandteachingpractice.Atpresent,themajorityofeducationandteachingexpertsandfront-lineteachersinChinahaveconductedmorein-depththinkingandResearchontheteachingmodel.Amongthem,theChineseteachingmodelwithdialogueasthelearningstrategyproposedbyXingXiufengaimstobuildaclassroomoperationprogramwith"dialoguecoretheme"asthecenter,"dialoguesubtheme"astheclueand"dialoguesupportpoint"asthespecificcontent.Thisteachingmodeplaysagoodroleinpromotingthecultivationofstudents'learninginterest.Usingthismodeforclassroomteaching,studentsarenotonlyconfinedtotheclassroom,butalsocultivatestudents'innovationabilityinclassroomteaching.Atthesametime,itcangreatlyimprovetheefficiencyofteaching,furtherexpandstudents'thinking,andimprovetheiracademicperformanceandlearningability.Thisteachingmodelisinlinewiththespiritofthenewcurriculumreform,paysequalattentiontostudents'knowledgeandability,andalsocultivatesstudents'interestinlearning.Ithasbeensuccessfulindoingresearchpilotprojectsinsomeprimaryandsecondaryschools.Thenewcurriculumreformemphasizesthetransformationofteachingmethodsfrom"teaching"to"learning",withspecialemphasisonstudents'practicalabilityandparticipationability.Thenewlearningmethodsadvocate"autonomouslearning,cooperativelearningandinquirylearning"tocultivatestudents'abilitytoanalyzeandsolveproblems.Thestudentstrainedbythiswayofeducationarenolonger"nerds"wholackpracticalability,butcansolveproblemsbythemselvesthroughpractice.Inaddition,studentsalsolearninterpersonalskillsintheirstudy.Inresponsetotherequirementsofthenewcurriculumreform,curriculumtheoristsandpractitionersaretryingtoexplorenewteachingmodelsmoresuitableforstudents'development,andpromotethechangeofteachingmethodsthroughthereformofteachingmodels.PrimarySchoolEnglishReadingCurriculumUnderDoubleReductionPolicyTheabovetwochaptershavelaidatheoreticalfoundationforthenextresearch.ThischapterwillfocusonthecurrentsituationofprimaryschoolEnglishCurriculumunderthedoublereductionpolicy.3.1TheWholeStructureofPrimarySchoolEnglishReadingCurriculumThegeneralgoalofEnglishCurriculuminthestageofcompulsoryeducationisclearlystatedintheprimaryschoolEnglishCurriculumStandard(2021Edition):ThroughEnglishlearning,studentscanformapreliminarycomprehensivelanguageapplicationability,promotementaldevelopmentandimprovecomprehensivehumanisticquality.Theformationofcomprehensivelanguageabilityistheoveralldevelopmentoflanguageknowledge,languageskills,learningstrategies,emotionalattitudesandculturalawareness.Atthesametime,onlyfiveaspectscomplementeachotherandmakecommonprogress,canwebetterpromotetheformationanddevelopmentofstudents'comprehensivelanguageapplicationability.Effectivelycultivatingstudents'readingabilitycan,toagreatextent,improvetheircomprehensivelanguageapplicationabilityatthesametime.Listening,speaking,readingandwritingarefouraspectsoflanguageskills,amongwhich"reading"istheinputlinkoflanguage.Asanimportantlinkoflanguageinput,EnglishreadingplaysaveryimportantroleinEnglishteaching.Undertherequirementsofthenewcurriculumstandard,theEnglishlevelofprimaryschoolforsixyearsshouldbasicallyreachthegoaloflevelII.Thebasicrequirementsforreadingare:inprimaryschool,primaryschoolstudentsshouldbeabletoreadshortstoriesandessayswiththehelpofpictures,activelypracticeandpracticethelearnedcontent,andactivelyusethelearnedEnglishforexpressionandcommunication.LetstudentsdevelopgoodreadinghabitsandhavecertainreadingstrategieshasbecomethefocusofEnglishReadingTeachinginprimaryschools.OneoftheteachingobjectivesofEnglishreadingclassistostimulatepupils'interestinreadingandpayattentiontocultivatingstudents'autonomousreadingability,soastorealizethetransformationoftheoriginalteachingmodeandreadingmode,thatis,fromteachers'requesttostudents'activereading.Sinceprimaryschool,autonomousreadingteachinghasmanyconvenientconditions,suchas"strongplasticity"and"relativelyabundanttime",whichisrelativelyeasytostimulatereadinginterest.Amongthem,wecanstimulatestudents'subjectiveinitiativebyprovidingdisplayopportunitiesanddisplayplatforms.Atthesametime,teachersshouldpayattentiontotheuseofreadingstrategiesinteaching,sothatstudentscanmasterscientificreadingmethods,effectivelyimprovetheefficiencyofreadingandformtheabilityofindependentreading.Thedevelopmentofalargenumberofindependentreadinginprimaryschoolcanplayapositiveroleinaccumulatingmoreextracurricularknowledgeandvocabularyforstudents.Itcannotonlylayacertainlanguageknowledgefoundationforlanguagelearning,butalsoimprovestudents'humanisticquality,expandstudents'visionandincreasetheculturalheritageofthelanguage..3.2SituationalteachingIstheMainleading-inMethodStartingfromtheneedsofteaching,Englishteachersexternalizetheteachingobjectivesintoasituationthatiseasytobeacceptedbystudents,soastomobilizestudents'sensesinmanyaspects,causestudents'emotionalexperience,makestudentsunderstandtheknowledgequicklyandaccurately,improvelearningefficiency,achievethebestteachingeffectandachievetheteachingobjectives.Themostprominentfeatureofsituationaleducationistolearnknowledgeinthesituation,thatis,tobringstudentsintoaspecificlearningsituation,students'learninginterestisstimulated,andlearningefficiencyisnaturallyimproved.Situationaleducationembodiestheintuitiveprincipleofteaching,providesstudentswithspecific,visibleandperceptibleknowledge,andthenreducesthelearningdifficultyofsomeabstractconcepts.Undersituationaleducation,somecomplexthingsaremorevividlydisplayedandtheabstractthingsareconcretized,sothatstudentscanunderstandmoreeasilyandfurtherformscientificconcepts,soastobetterabsorbanddigestthelearnedknowledge.Englishreadingteachingtakessituationaleducationastheteachingconcept,andeverythingismainlyforstudents'learningandall-rounddevelopment.3.3TheOutputMainlyTakestheFormofCharacterReadingsandTheatreInordertoachievethisgoal,teachersmustdesignrelevantEnglishreadingteachingsituationsaccordingtothespecificknowledgecontent,andorganizerelevanteducationandteachingactivitiestoenablestudentstofullyenterthecorrespondinglearningsituations.IntheprocessofEnglishreadingteaching,teachersfurtherintuitivelydisplaysomeabstractthingsorconceptswiththehelpofmultimediaequipment,sothatstudentscanunderstandandacceptthemmoreeasilyanddeepentheirimpression.Therefore,excellentteachingresultscanbeachieved,whichisalsoagreatprogresscomparedwithtraditionalteaching.Inadditiontoteachingwiththehelpofadvancedmultimedia,teachersalsoorganizesituationalteachingactivitieswithintheclass,soastomakestudentsmoretrulyintegrateintotheEnglishreading