Reading is an activity process in which readers obtain information from written language, process and encode it, and obtain knowledge meaning. The transmission of human knowledge is largely achieved through reading activities. Therefore, reading is the basis and premise for students to learn knowledge and develop intelligence, and it is also the main way for human information transmission. Without reading, it is impossible to master and apply knowledge theory systematically. Therefore, the research and application of reading strategies has aroused people's interest earlier, and has been paid more and more attention in recent years. I. Research on Reading Strategies Ancient society paid attention to reading, but modern and systematic research on reading began more than 100 years ago. It is generally believed that Romanes was the first to make scientific research on this issue, and he reported the first research result on reading in 1884. In the study, he asked adults to read an article with a line of 10 within a specified time and write down what they could remember after reading. He found that the difference in reading speed of the subjects was 4: 1, that is, the subjects who read the same content quickly only needed a quarter of the time spent by the slow-reading subjects, and the fast-reading subjects recalled more content. Romannis made a good start in reading research, but in the decades after him, the research on reading problems was not active. Although some research results are published occasionally, their research is not deep enough. The most important reason for this is that Ebbinghaus's experimental research on memory occupies a dominant position, which has aroused widespread concern and diluted people's interest in reading research. Since 1970s, with the development of cognitive psychology, the study of reading strategies has entered a new stage. Many theoretical researchers and practitioners have done a lot of research and discussion on the whole reading process according to the viewpoints and methods of cognitive psychology. Researchers generally believe that the process and result of reading are directly influenced by three factors. One is the reader's cognitive ability, the other is the reader's language knowledge, and the third is the background knowledge of reading materials. According to the different understandings and emphases of these three factors, an inconsistent reading model is established. These models can be roughly divided into three categories: (1) bottom-up models represented by Gougho (1972). This model explains the reading process from the perspective of information processing. (2) Top-down model represented by Goodman (1976). This model holds that people usually use language knowledge and related experience to process the text during reading, that is, the starting point of reading is the knowledge that already exists in the learner's mind, not the article printed on paper. (3) Interactive mode represented by rurne hart( 1977). This model absorbs the rationality of the first two, and is no longer biased towards the information provided by the article or the learners' existing experience, but organically combines the two, thinking that successful reading can not be separated from bottom-up processing and top-down processing. The above can be regarded as an outline of reading research in western countries. Similarly, in China, since the mid-1970s, Chinese reading strategies have been extensively studied by using the theories and methods of cognitive psychology. Such as brain bias in Chinese cognition, Chinese transliteration, word advantage and word advantage effect, reading Chinese sentences and texts, etc., have achieved a number of achievements. Among them, the study of sentence and text reading strategies is more representative. In addition to Liu (1982) studying the characteristics of adults and children's understanding of sentences, and Tang Jian (1984) studying the understanding of normal children and special children on the conversion of Chinese active sentences and passive sentences, it is worth mentioning that Miao et al. (1984) used six nouns and three verbs to form various types of sentences in the experiment. The results show that (1) China people understand Chinese simple sentences according to both word order and word meaning, but the role of word meaning is relatively greater than word order; (2) Generally speaking, word order and word meaning have an influence on people of all ages to understand the meaning of sentences, and there is no obvious age difference. When children aged 5-7 understand a certain kind of sentence, word order plays a more important role, while for adults, word meaning plays a more important role. At the same time, many studies also show that in order to improve learners' reading effect, they must master appropriate reading methods and use appropriate reading strategies. Second, the way of reading directly affects the speed and quality of reading. For most learners, especially primary and secondary school students, they may not have mastered the appropriate reading mode. Therefore, under the guidance of teachers, it is of great significance for students to master the correct reading method according to the purpose of reading, which is of great significance to improve their reading process. The main reading modes are: 1. Intensive reading is a systematic and in-depth grasp of the knowledge content of reading materials. It requires learners to study and read carefully from words, words and sentences, and even read them repeatedly, so as to master the essence of each paragraph and the whole article and achieve the purpose of drawing inferences from others. Starting with words, words and sentences, it is to read word by word and think question by question; Read repeatedly at the same time, and the deeper you read. Intensive reading is conducive to deepening the understanding of the content and essence of the article, and is the basis for forming learners' knowledge system, especially in the stage of basic education. Therefore, no matter the basic content of any subject, we must organize intensive reading in order to lay a solid foundation of knowledge. The skill of intensive reading is usually: (1) Grasp the key words. These keywords often play a key role in explaining the truth, portraying characters and rendering the atmosphere, so we should seize them first. (2) Find the central sentence. The central sentence is often the skeleton of an article. If you find the central sentence correctly, you will understand the central content of the article. (3) Grasp the key paragraphs. When an article is narrated and reasoned, there are always some paragraphs that play the role of elaboration or transition, while others undertake the task of reflecting the main content or basic idea of the article. This kind of paragraph is a key paragraph, so we should focus on it when reading. 2。 Speed reading is fast reading, which is beneficial for learners to get more information in a short time. The skills of speed reading mainly include: (1) Italian group scanning reading. Meaning group scanning refers to reading according to meaning groups, not individual words or words. Reading in this way can greatly improve the reading speed, and teachers should pay attention to guiding students, especially primary and secondary school students, to read in this way. When reading, don't pay too much attention to the identification of individual words, as long as you can master the basic meaning. (2) browse. That is, read the full text roughly, or even just read its title, so as to achieve a general understanding or overall understanding of the content, or to understand the approximate sources of some important viewpoints and information. For example, look up words in the dictionary, or reread articles you have read, or confirm certain information, and so on. This method is usually used for reading. (3) Skip reading. That is, reading what you care about or specific content, such as looking for specific numbers, symbols, dates, reasons or confirming certain information, is such reading. It is characterized by skipping rather than reading one by one. This applies to searching for specific information or capturing key points. 3。 Reading aloud can be divided into reading aloud and reading silently. The former is called reading aloud, and the latter is called reading silently. Both of them have their own meanings and functions. Reading aloud is conducive to improving readers' oral expression ability, strengthening emotional experience and promoting comprehensive activities of the senses to enhance memory. In the basic education stage, teachers should guide students to master reading skills according to the teaching purpose and text characteristics. There are several reading skills: (1) Understanding analytical reading. Generally, it is used to read rational articles, which requires clear organization and natural fluency. It aims to be familiar with the main points of the paragraph and the center of the full text. (2) Appreciation reading. Generally used for reading lyric articles. Require perceptual, entry and vivid reading. (3) Decompose color reading. Generally used in literature reading, this kind of collective reading activity needs gestures, expressions and tone to express the character or a certain situation. 4。 Silent reading is conducive to developing readers' internal language, strengthening understanding and improving reading speed. Teachers should guide students to master some silent reading skills: (1) Concentrate. Silent reading requires all mental activities to get good results. Concentration is the most necessary psychological quality for effective reading. From the constraints of the purpose and task and the training of willpower. Therefore, it is necessary to strengthen students' reading purpose and strengthen the training of willpower. (2) think positively. Silent reading does not need to test pronunciation, which is beneficial to thinking activities, but it needs effective guidance to become a reality. (3) reduce bouncing. Skipping back is a repetitive reading activity, that is, limiting the eyes to words that have just been read but have not been accurately understood, which not only limits the speed but also has a fragmented impact on the understanding of the content. Therefore, reducing bouncing can maximize the advantages of silent reading-speeding up reading. Three. Reading Strategies In recent years, it has become a trend of teaching reform to combine the theoretical study of reading problems with the study of reading strategies in various disciplines in order to cultivate students' reading ability and improve reading quality, and has achieved gratifying results. Summarizing the existing research results, based on the existing level of understanding, the following reading strategies can be used in teaching to improve learners' reading level. (1) Language understanding strategy Language understanding strategy is a process of constructing meaning with the help of language materials. In the process of reading, readers constantly receive the information provided by articles, and then use the existing knowledge to focus, predict, infer and monitor the input information, thus revealing the meaning of the language. The information of the article is reflected by words, words and sentences, so language understanding is mainly reflected in focusing, predicting, reasoning and monitoring words, words and sentences. 1。 Pay attention to an article that contains a lot of information. Readers will not distribute their attention to each information unit equally, but will put aside those redundant information and side information and focus on effective information. This is focus. In the whole reading process, there is no focus but passive perception, which is a low-level reading level. Active focusing can not only improve reading speed, but also enhance understanding. However, the level and speed of concentration depends on the proficiency of words, words and sentences. Only those who can quickly identify words and understand the meaning of sentences can focus quickly and accurately. Therefore, training students' concentration is based on mastering words, phrases and sentences. 2。 Prediction is the estimation and prediction of the meaning and content behind words, words and sentences when readers identify and process them. Readers are always understanding and speculating the author's intentions in order to achieve spiritual communication. For example, when readers read the sentence "Ants go through three stages in the process of growth", if they can immediately predict that the following content must be specific about the three stages of ant growth, then they can accurately and quickly grasp the following content. 3。 Reasoning correctly understands the language, and it is suggested that on the basis of correct reasoning. Inference is a special stage in the process of language understanding. Inference is a sign of high reading level. It requires readers to carry out a series of complex logical thinking activities in their brains, make logical association with known facts, and make correct reasoning about what the author wants to express but does not clearly express according to known facts. For example, the original appearance of an opinion or something, because it is inconvenient or unnecessary to explain, leaves a blank in expression, leaving readers with room for inference. However, inference is not a hypothesis that leaves the original text, and one cannot impose one's own speculation on the author. Inference must be well-founded and correctly inferred with such skills; (1) Find out the author's intention and writing reasons. (2) Analysis of information provided by materials. (3) Pay attention to the original meaning and extended meaning of words. (4) Inferring the author's implication from the meaning of the sentence. 4。 Monitoring reading method refers to self-evaluation and adjustment of the understanding of reading process. Reading is the reader's self-awareness and self-adjustment of his own reading process and results. Its essence refers to the gradual control and evaluation of readers' own understanding activities. Its function is not only to complete reading, but also to monitor the process and effect of its completion. It not only exists as knowledge in a specific field, but also has the function of a tool. When learners understand a language, teachers should strengthen guidance so that they not only know how to understand the language, but also know how to understand it, and let their own effect evaluation accompany them in the whole process of understanding, constantly aware of mistakes, adjust their reading goals, be alert to the occurrence of deviations, and control them in time once they appear. (2) the strategy of finding the central sentence The paragraphs of the article are composed of sentences, and the sentences are always organized around the central meaning in a planned way. So we often say that reading a passage is actually reading the central meaning of this passage. A paragraph often has only one central sentence, which expresses the main idea, that is, the core or key of the whole paragraph. Other sentences are expressed from different angles and aspects around it. This sentence expressing the main idea of the paragraph is the central sentence. When reading an article, it is of great significance to accurately grasp the central sentence of a paragraph for understanding the content of the paragraph. If you find the central sentence, you will grasp the core of the paragraph, and the meaning and function of other sentences will be solved. Therefore, the strategy of finding the central sentence is actually the strategy of grasping the main contradiction. The central sentence is not difficult to find, and there are rules to follow. Generally speaking, there are three kinds of central sentences: first, they appear at the beginning of a paragraph, that is, in this paragraph, the content of this paragraph is conceptualized or revealed in one sentence, and then detailed introduction or analysis is made, which can be called "first inclusion". Second, putting the central sentence at the end of the paragraph has the effect of making the finishing point, which can be called the "end". Third, it appears in the middle of the paragraph. This form of expression arranges a sentence in the middle of the paragraph to command the whole paragraph, which is called "middle collar style" In reading teaching, teachers should proceed from reality and take effective measures to enhance students' awareness and ability to find central sentences. (3) Strategies for mastering the internal hierarchical structure of paragraphs Every paragraph of an article always expresses a relatively complete meaning, and the expression of this meaning is always carried out logically one level at a time. In this way, in the paragraph, an expression structure is formed. Therefore, to understand a paragraph, we must master the hierarchical structure inside the paragraph. To master the hierarchical structure within a paragraph, it is usually necessary to master the dividing line of the content hierarchy. The level of an article's content always advances according to certain ideas, and there is always a dividing line for the content of level development and change, which is generally a sign to express development and change. Therefore, accurately grasping the dividing line of the development and change of the expression content is the key to mastering the internal hierarchical structure.