introduction

Discussed the current situation of teaching discourse coherence knowledge in high school English reading classes after the implementation of the "2017 edition and 2020 revision of the National Curriculum Standards for High School English". Through on-site lectures and interviews, identify the problems that teachers face in teaching, including the selection of teaching content, timing, and methods. The article emphasizes the lack of specific teaching paths for teachers and explores teaching methods for discourse coherence knowledge in high school English reading classes based on the requirements of the curriculum standards and teaching practices.

Teaching requirements for discourse coherence knowledge

Explored the teaching requirements for discourse coherence knowledge in high school English reading classes. According to the Curriculum Standards, the teaching objectives include: 1) students to systematically master grammar and vocabulary cohesion knowledge, such as reference, omission, substitution, connection, repetition, upper/lower meaning, same/opposite meaning, and collocation; 2) Students consciously apply their knowledge of coherence to deeply analyze discourse, understand the internal coherence between paragraphs or sentences, and judge the semantic and logical relationships of the context; 3) Students effectively utilize cohesive knowledge to improve expression coherence, organize information logically, and construct written discourse. Teachers need to implement this knowledge in an orderly manner in daily teaching, guide students to use cohesive knowledge to analyze discourse, and enhance their ability to analyze and construct discourse.

The teaching path of discourse coherence knowledge

This chapter explores how to teach discourse coherence knowledge in high school English reading classes. According to the requirements of the Curriculum Standards, a learning activity has been proposed that combines the understanding, analysis, reconstruction, and evaluation of reading discourse to identify, comprehend, internalize, and apply cohesive knowledge. Teachers guide students to learn transitional techniques in the process of information acquisition through problem guidance; Understand and internalize cohesive devices and discourse coherence functions in the process of information analysis; In written discourse output, attempt to construct coherent discourse by practicing the knowledge of coherence learned; By evaluating assignments, enhance the ability to apply cohesive knowledge. In the teaching path, students' learning of discourse coherence knowledge progresses from recognition to understanding, and then to internalization and application, gradually and continuously deepening. Taking the teaching fragment of the article "The Freshman Challenge" in Unit 1 Reading and Thinking section of the People's Education Press English compulsory textbook as an example, this paper analyzes how to design cohesive knowledge learning activities in discourse information acquisition, analysis, new discourse construction, and composition evaluation. Through problem guidance, students can identify, understand, internalize, and apply discourse coherence knowledge in reading.

Teaching suggestions for discourse coherence knowledge

Three suggestions have been put forward for teaching discourse coherence knowledge in high school English reading classes: 1 Gradually, teachers should select several linking methods for teaching based on students' cognitive characteristics and teaching needs, guiding students to construct a linking knowledge structure; 2. Focus on stages and carry out teaching of coherence knowledge in a phased and targeted manner, such as concentrating on learning time connectors, guiding students from identification to application, and cultivating awareness of using coherence knowledge to analyze and construct discourse; 3. Comprehensive application: Teachers should guide students to use multiple cohesive devices to conduct in-depth analysis of the text after mastering them, improve their ability to understand and analyze discourse using cohesive knowledge, and enhance the coherence of expression.

conclusion

Emphasis was placed on the importance of discourse coherence in organizing discourse, and it was pointed out that its teaching should be combined with discourse learning. Teachers need to understand the requirements of the Curriculum Standards, integrate the teaching of transitional knowledge into various aspects of reading teaching, and follow the learning path of "identification understanding internalization application". At the same time, teachers should follow the principles of gradual progress, phased emphasis, and comprehensive application to help students systematically master cohesive knowledge, cultivate the ability to analyze and apply cohesive knowledge, and improve the coherence of expression and discourse analysis and construction skills.