introduction

The importance of cultivating students' independent reading ability in high school English reading classes was emphasized, and the problems existing in current teaching were pointed out. Firstly, insufficient penetration of discourse knowledge makes it difficult for students to understand the structure and genre of the article. Secondly, the guidance on reading strategies is not in-depth, and students lack strategic induction and practice in higher-order thinking activities. Finally, the level of thematic exploration is not clear, and students' perspectives and levels are not comprehensive when expressing themselves. In order to address these issues, Zhejiang Province's high school English reading teaching is committed to cultivating students' independent reading ability through research and practice. Teachers need to design targeted teaching activities in the classroom, gradually shifting cognitive load from teachers to students, so that students can read independently. Through observation and practice, four empowerment focal points have been summarized: cultural and textual knowledge infiltration, mainline structure guidance, learning strategy drive, and thematic significance sublimation.

Penetration of cultural and textual knowledge

The importance of cultural and stylistic knowledge in high school English classrooms was emphasized, and it was pointed out that teachers should guide students to analyze the language, content, and functions of different cultural genres, and choose appropriate reading strategies to deepen their understanding. Through specific teaching cases, it demonstrates how to help students grasp the main content and writing characteristics of disaster news reporting through questioning and discussion, identify and analyze the stylistic features of reportage literature, such as factual, objective, and rhetorical devices, thereby improving students' independent reading ability.

Main line structure leading

The importance of discourse mainline in high school English classrooms was emphasized, pointing out that by identifying logical words and keywords, students can structure information and construct thinking frameworks. Teachers help students discover timelines and keyword lines by asking questions and guiding them to pay attention to the beginning and end sentences of paragraphs. Using a visual tool such as a graphic organizer, they promote students' in-depth understanding of the meaning of the topic.

Learning strategy driven

Emphasis was placed on the importance of learning strategies in high school English classrooms, pointing out their promoting role in cultivating students' autonomous learning ability and lifelong learning ability. Teachers should guide students to use tools such as graphic organizers to analyze language and text structures and improve their self-directed learning abilities through a "demonstration imitation application" approach. The article takes earthquake themed discourse as an example to demonstrate how teachers guide students to use noun phrases to summarize the general idea, analyze writing techniques and purposes, and how to use the "content technique purpose" strategy to explore the connotation of the article. At the same time, teachers should guide students to try diverse learning strategies based on the content of the discourse, use visual tools to monitor the effectiveness of strategy use, timely identify and solve problems, and improve students' autonomous reading effectiveness.

Exploring the Significance of the Theme

This article introduces how teachers guide students to connect discourse content with real-life situations in high school English classrooms, in order to explore the thematic meaning and intrinsic value of discourse. Teachers should play the role of helpers and facilitators, helping students form structured thematic insights. The specific methods include: 1) guiding students to discuss independently from the perspectives of discourse title, connotation, and inspiration for readers; 2) Teachers guide students to compare and discuss with the text titles by presenting relevant news headlines, and then summarize and extract them from three perspectives: literal meaning, implicit meaning, and rhetorical devices; 3) In the reflection section, the teacher asks questions to guide students to have group discussions, and then summarizes and extracts from the perspectives of rescuers, victims, and successors. Through these methods, teachers help students to comprehensively interpret articles and develop diverse thinking when reading independently after class.

conclusion

High school English autonomous reading is a semi autonomous learning that requires teacher guidance. This article proposes that teachers should focus on four levels: literary style, main line, strategy, and theme to empower students and help them move from being able to read "one article" to being able to read "one type of article". The Curriculum Standards emphasize that the improvement of core competencies in the English subject should be combined with in class and out of class training. Teachers should guide students to independently choose ideal extracurricular reading materials that are understandable, interesting, and relevant. In class autonomous reading classroom should create a space for autonomous reading that combines in class and out of class activities, highlight student subjectivity, stimulate reading motivation, improve reading effectiveness, cultivate core English literacy, and promote students' lifelong development.