introduction

The importance of reading in the development of students' language abilities was emphasized, and it was pointed out that the Curriculum Standards require teachers to change traditional teaching methods, optimize students' learning methods, and improve their ability for self-directed learning. The Curriculum Standards advocate guiding students to engage in deep learning through activities, tasks, or problem driven approaches in real-life situations. However, there are problems in current English reading teaching, such as teachers' teaching philosophy not changing, students' subjectivity not prominent, fragmented and superficial teaching. To cultivate students' ability to construct meaning, teachers need to respect the process of students' reading generation based on the connotation and cultivation strategies of meaning construction ability, and promote students to become independent and independent readers.

Meaning Construction in Reading Teaching

It emphasizes that reading is a dynamic process of meaning construction, involving the interaction of readers' background knowledge, textual information, and reading context. Reading comprehension is the process by which learners process written materials with the support of background knowledge, language knowledge, and contextual knowledge to form meaning. Teachers should become helpers and guides for students' meaning construction in reading teaching, by guiding students to ask questions independently, set reading goals, read texts independently, extract and integrate information using experience and knowledge structures, encourage independent questioning and collaborative exploration, and help students develop independent reading abilities.

Strategies for cultivating students' ability to construct meaning in English reading teaching

The importance of cultivating students' ability to construct meaning in high school English reading teaching was emphasized, and specific teaching strategies were proposed using the discourse teaching of Unit 4 in the compulsory first volume of the People's Education Press high school English textbook as an example. Firstly, by creating problem scenarios and encouraging students to ask questions independently, we can stimulate their reading motivation and create a meaning field, allowing them to experience meaning in specific contexts and actively participate in reading. Secondly, using learning scaffolding tools such as mind maps can help students clearly organize the text structure, grasp the discourse structure, and deepen the meaning chain. Teachers guide students to explore texts from three dimensions: content, language, and meaning, by demonstrating and building tool frameworks, promoting students' independent problem-solving and meaning construction. Finally, through group collaboration and mind mapping methods, students are encouraged to delve deeper into and understand existing knowledge frameworks, forming associations, inferences, and transfers, enriching and improving meaning construction, and highlighting structured thinking. Teachers need to provide students with appropriate guidance in a timely manner, guiding them to summarize and extract through visual thinking methods, achieve a deep understanding of the thematic meaning of the text, and form their own opinions and attitudes.

Practice Reflection

The importance of cultivating students' ability to construct meaning in high school English reading teaching was emphasized, and specific teaching strategies were proposed. Firstly, choose learning materials that match students' cognitive level and interests to stimulate their learning motivation and promote meaning processing. Secondly, establish fundamental and advanced reading objectives, guide students to achieve organized and structured information through multidimensional dialogue and meaning negotiation. In addition, teachers should adopt a strategy explicit teaching method, teach students reading strategies, and create topic situations to cultivate students' autonomous learning strategies and higher-order thinking abilities. Through these strategies, students are able to independently ask questions, set goals, discover problems, clarify doubts, and collaborate on exploration during the reading process, achieving the internalization and transfer of knowledge innovation.

conclusion

It emphasizes that teachers should transform traditional teaching methods in high school English reading teaching, and provide students with opportunities for independent reading and thinking through the "let go" strategy, in order to promote students' transition from language perception to meaning construction. At the same time, teachers should use situational creation and learning scaffolding tools to help students deepen their understanding of the text theme, stimulate students to actively construct and improve meaning, and cultivate their independent reading ability.