阅读教学是高中英语中的重要组成部分,它具有题材广泛、体裁多样、语言知识丰富等特征,是各单元教学的核心部分,也是培养学生阅读能力的主要渠道。然而,传统的阅读课教学模式常常是单一的自下而上的模式,教学方式只是把课文作为单纯向学生传授语法及语言知识的载体,忽视了培养学生的阅读速度和理解能力;传统的阅读理解提问方式也常常停留在对所阅读文章的表层理解上。经过教学实践和不断尝试,笔者发现,不同阅读活动阶段,必须采用不同的阅读理解模式,以求不同阅读 Reading teaching is an important part of high school English. It has the characteristics of extensive subject, diverse genre and rich linguistic knowledge. It is the core part of every unit teaching and also the main channel to train students’ reading ability. However, the traditional teaching mode of reading class is often a single bottom-up model. The teaching method only takes the class as a carrier to teach grammar and language knowledge to students, ignoring the students’ reading speed and understanding ability. The traditional reading Understanding the way of asking questions often stays on the surface of what you read. After teaching practice and constant attempts, the author found that different reading activities must adopt different reading comprehension modes in order to read differently