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ere accompanied by changes to the school’s administrative structure, itscurriculum and its educational philosophy. He suggested exploring the issue from the eternaltriangle of education: the teacher, the child and the curriculum. A more profitable question put toteachers was not ‘How can we develop child’s language?’, but ‘How do children learn?’ Throughhis years of work in schools, he found that teaching theory abounded, yet few teachers couldarticulate what they assumed about learning. He cited teachers' reflection on the experiments bythe Curriculum and Leaning Unit in South Australia: schools were institutions of teaching ratherthan learning. He also pointed out that education was an almost self-perpetuating chain ofsubjections. Under this condition, teachers should become their own curriculum theorists inaddition to collaboratively building learning theories with students. Based on investigations andreflections on classroom practice, Garth Boomer gradually formed the idea of negotiating thecurriculum to reduce the ‘apartness’ in classrooms. In a survey question of 'How do you learnbest’, students gave remarkably consistent answers: engagement, exploration and reflection. Tomeet students’ requirements for optimal learning, Jon Cook advocated meeting learners’requirements for optimal learning by negotiation. He explained that negotiation had the samemeaning in education as in politics or industry and children were also capable of negotiating. Hebelieved that negotiating the curriculum offered teachers’ best chance of maximizing the learningproductivity of the classroom and negotiation was a must for pursuing optimum learning.

Table 4-1 Students’ views on Extracurricular English reading

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2.2 English Reading Ability

Reading ability is a common concept in language teaching, but the connotation of readingability is complicated. According to Gui Shichun (1986) the foreign language reading ability is amore complicated process. Both linguistic factors (grammar, vocabulary, phonetics and theknowledge and ability of discourse analysis) and non-linguistic factors (cognitive ability, logicalthinking ability, and background knowledge) affect reading. English reading ability has longbeen under discussion and yet there hasn’t been a unified definition.

Referring to the existing standards and research findings home and abroad, Guo Baoxianand Zhang Jianzhong (2016) constructed reading ability framework based on English readingsituation in primary and secondary schools of China. This framework described reading abilityfrom dimensions of cognitive process and reading content. Cognitive process of reading wasvertically composed of six layers, namely perception and recognition, looking for and extractinginformation, understanding and integration, analysis and reasoning, appreciation and evaluation,transfer and application. From a horizontal perspective, reading content was divided intolanguage （ form of language ） , topic content (viewpoints, concepts, propositions, facts,instructions, attitudes and emotions, etc.), and structures ( text organization, genres).

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