introduction

The importance of discourse analysis in high school English reading teaching was emphasized, and the current problems in high school reading teaching were pointed out, such as the lack of consideration for students' cognitive level, rigid teaching framework, and difficulty in achieving language, thinking, and cultural integration. The article will explore teaching design strategies based on discourse analysis, and take Unit 5 "First Aid for Burns" as an example to discuss.

Discourse Analysis and Learning Situation Analysis

Emphasis should be placed on teachers' in-depth interpretation of textbook discourse and analysis of students' learning situations before designing high school English reading activities. Teachers should analyze the discourse theme, content, stylistic structure, language characteristics, and author's viewpoints from three dimensions: What, Why, and How. At the same time, it is necessary to predict students' cognitive structure, thinking level, knowledge reserve, learning ability, and other aspects. On this basis, teachers can clarify teaching objectives and design effective reading and learning activities. Taking the explanatory text "First Aid for Burns" as an example, this paper analyzes the theme, structure, function, and logic of the discourse from three levels: What, How, and Why, and points out the problems that exist in the discourse. Analysis of the learning situation found that the English proficiency of high school students varies greatly, and their understanding of burn first aid knowledge is limited. However, they have a positive learning attitude and an active classroom atmosphere. The design of teaching objectives highlights the development of students' thinking from low to high levels, covering six cognitive levels: memory, understanding, application, analysis, evaluation, and creation.

Analysis of Learning Activity Design Examples

Introduced the design of high school English reading learning activities based on discourse analysis. Learning activities are an effective way to achieve teaching objectives. Teachers should start by exploring the thematic meaning and design hierarchical learning activities based on the characteristics of discourse types and patterns. Learning comprehension activities mainly revolve around memory and comprehension. Teachers analyze discourse types, structures, themes, etc., and transform the results into learning activities and learning method guidance. Teachers design problem chains to predict discourse themes, analyze discourse genres and structures, guide students to summarize and extract the "problem solution" model, and use mind maps to reduce learning difficulty. Application practice activities include description, interpretation, analysis, and judgment. Teachers guide students to engage in communication activities around themes and new knowledge structures, forming internalization of language and culture and promoting automation of language use. Teachers create new contexts, guide students to use language skills comprehensively, engage in diverse thinking, creatively solve unfamiliar situational problems, achieve deep learning, and promote the transformation of abilities into literacy. For example, teachers design problem scenarios for students to demonstrate the implementation of first aid procedures and enhance their comprehensive language proficiency. After class thinking questions are a transcendence of discourse, closely related to students' mental health, and help enhance their ability to analyze and solve problems, reflecting the value of teaching and educating people.

conclusion

Emphasis was placed on the transformation of teachers' teaching understanding and methods through the design of reading learning activities based on discourse analysis. Teachers need to transform static knowledge into dynamically generated knowledge, guide students to build a systematic knowledge system, and pay attention to the value and life implications behind the knowledge. In terms of teaching methods, teachers should go beyond the one-way transmission mode, take subject education as the goal, integrate course content elements, establish teaching objectives and main issues, grasp the inherent connections between language, thinking, and culture, design learning activities at different levels, and achieve the integration of "teaching learning evaluation". The reading teaching design of discourse analysis varies depending on the type of discourse, the direction of thematic meaning exploration, and the learning situation. Teachers need to analyze it specifically and make flexible adjustments. At the same time, the exploration of thematic meaning and interpretation of cultural connotations in discourse analysis pose new challenges to teachers' abilities. Teachers need to constantly update their knowledge structure, enhance their cultural literacy, and promote the symbiotic cycle between educational theory and practice.