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The General Senior High School English Curriculum Standards(2017 Edition2020 Revision)(中华人民共和国教育部，2020)(hereinafter referred as“CurriculumStandards”),published by the Ministry of Education,clearly states that students’exploration of thematic meaning should be the most important part of their languagelearning,which directly affects the degree of text comprehension,the level of thinkingdevelopment and the effectiveness of language learning.At the same time,it is pointedout that the exploration of thematic meaning should be regarded as the core task ofteaching and learning in English curriculum,which will integrate the learning contentto guide the integrated development of students’language ability,cultural awareness,thinking capacity and learning ability.

English is an important subject of basic education in our country.Under theguidance of thematic meaning exploration,senior high school English teaching is topromote the development of students’core competencies achieved through thelearning the English subject by learning activities such as learning comprehension,application practice and migration innovation etc.(王为忠,2020).With thepromulgation of the“Curriculum Standards”,the theoretical research of Englishclassroom teaching based on the thematic meaning exploration has attracted wideattention from frontline teachers(程晓堂,2018).However,there are still some problems:from the perspective of course content,the six elements of the corecompetencies of the subject are easily separated in traditional English reading teachingwhich make the course content lack of association and integration.In the process ofteaching,the teacher does not have enough knowledge of the meaning of the text,paysinsufficient attention to the thinking quality and cognitive development of the students,and cannot effectively cultivate the emotion,attitudes and values.From the point ofteaching methods,it is difficult for many teachers to get rid of the traditional teachingmethods that emphasize language knowledge and skills,adopting modular teachingprocedures and ignoring texts and themes,which leads to the inability to trulyimplement the concept of thematic meaning exploration.There are also many teacherswho try to explore the meaning of themes in the classroom,but most of themunderstand superficially.And teaching practice is not enough.Some teachers cannotfocus on the main line when exploring the meaning of themes,and classroom teachingappears chaotic(王为忠,2020).

1.2 Purpose and Significance of the Research

In this research,classroom observation,questionnaires and interviews are used toinvestigate three English teachers and their students in a senior high school.The purpose of this research is to understand the implementation of the concept of thematicmeaning exploration in English reading teaching in senior high school.Also,thisresearch will analyze the reasons and put forward some corresponding referencesuggestions for the implementation and improvement of English reading teaching insenior high school based on the thematic meaning exploration.

In terms of the significance of this research,two aspects are involved,in theoryand in practice.

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