introduction

Emphasis was placed on the requirements of the "Curriculum Standards" for high school English reading teaching, and three main problems in current teaching were pointed out: students lack independent reading experience, theme exploration is not in-depth, and knowledge learning is not integrated. These problems lead to a lack of organization and coherence in teaching, making it difficult for students to engage in deep thinking and affecting the improvement of core English literacy.

The connotation of English autonomous reading teaching based on thematic knowledge structuring

Explored the connotation of high school English autonomous reading teaching based on thematic knowledge structuring, including the concept of thematic knowledge structuring, the characteristics and implementation strategies of autonomous reading teaching. Topic knowledge structuring is the process by which students actively learn and incorporate new knowledge into and restructure their existing cognitive structures, which helps them extract knowledge structures related to the topic. Self directed reading teaching emphasizes that students actively participate in text interpretation and thematic exploration based on their interests. Teachers need to create conditions to stimulate students' reading motivation, maintain reading behavior, and achieve autonomous transfer of reading results. In the teaching process, students construct the connection between new knowledge and life through independent, cooperative, and exploratory learning activities, transfer learned knowledge to solve practical problems, and achieve the transformation of knowledge into abilities.

Principles of self-directed reading teaching based on structured thematic knowledge

The three core principles of autonomous reading teaching in high school English were emphasized: 1 Using meaning as a carrier, exploring thematic meaning as the teaching core, integrating learning content, and promoting students' comprehensive development; 2. Take students as the main body, respect their status as the main body, stimulate reading motivation, and ensure that students have sufficient time for reading; 3. Guided by abilities, design task lists and evaluations to promote the improvement of students' independent reading ability, thinking quality, and learning ability.

Four steps of self-directed reading teaching based on structured thematic knowledge

Taking the discourse "Living Legends" in the Reading and Thinking section of Unit 3 Sports and Fitness in the compulsory first volume of the People's Education Press high school English textbook as an example, this article elaborates in detail on the four steps of self-directed reading teaching based on thematic knowledge structuring. Firstly, teachers stimulate students' reading interest and motivation by creating scenarios and asking independent questions, providing necessary prerequisites for knowledge structuring. Next, design independent exploration activities, where teachers guide students to independently clarify their doubts and doubts, and peers collaborate to actively construct cognition, providing support for knowledge structuring. Then, the teacher guides students to supplement and improve their knowledge structure through guidance and independent questioning. Finally, teachers design independent expression activities, and students use newly formed thematic knowledge structures to express and communicate, achieving innovative transfer of structured knowledge. The entire teaching process emphasizes the subject status of students, promoting their in-depth understanding and application of thematic knowledge through independent reading, exploration, generation, and expression.

Reflection on self-directed reading teaching based on structured thematic knowledge

It emphasizes that in high school English autonomous reading teaching, teachers need to handle the relationship between pre class preset and classroom generation, student autonomous learning and teacher scaffolding construction, and teaching progress and student experience. Teachers should respect students' cognitive differences, guide them to think based on the theme, build necessary frameworks, and seek a balance between teaching progress and students' reading experience to promote the cultivation of students' core subject literacy.