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1.1 Research orientation
2007年，中国教育部开始在6所大学直接在其管理下的正常大学生免学费教育。从那时起，重视已附加到正常的大学免学费的学生的专业发展。然而，尽管各种教学课程已经提供这样的学生，更具体的语言技能培训的教学策略是不够的。许多学生仍不清楚应采用哪些具体的策略，在特定的情况下，在不同的课程，以达到预期的结果。因此，出现了需求增加免学费的普通高校英语专业的学生，谁应该是在小学，中学和高中的英语教师，以加强他们熟悉教学策略，包括英语听力的教学策略，说，读，写作等。在所有策略中，培训免学费的正常大学英语专业的英语阅读教学策略是突出重要的，阅读的主要过程和实际的解决方案，以加强自己的第二或外国语言，通过这些品种的信息可以被获得，传播和连通。至于策略训练首先关注的，虽然奥马利和Chamot（1990），牛津大学（2000年），科恩（2000年），MACARO（2001），文（1995）等学者提出了不同的模型，以促进学习者的自主性和学习者的自我方向，其中没有一个是教学策略的培训，但学习策略训练。很少专注于专门培训免学费的普通高校英语专业学生英语阅读教学策略的研究。In 2007, China's Ministry of Education started the tuition-free education of normaluniversity students in 6 universities directly under its administration. Ever since then,great importance has been attached to the professional development of tuition-free normaluniversity students. However, although various pedagogical courses have been offered tosuch students, the training of teaching strategies for more specific language skills isinadequate. Many students are still unclear about what specific strategies should beemployed in different courses, under particular circumstances, to achieve desiredoutcomes.Accordingly, there has been an increased demand for tuition-free normal universityEnglish majors, who are supposed be English teachers in primary schools, middle schoolsand high schools to strengthen their familiarity with teaching strategies, including teachingstrategies for English listening, speaking, reading, writing and so on. Among all thestrategies, training tuition-free normal university English majors' teaching strategies forEnglish reading are outstandingly important for reading is the main process and practicalsolution to strengthen one's second or foreign language, through which varieties ofinformation can be obtained, transmitted and communicated. As far as strategy training isconcerned, although O'Malley and Chamot (1990), Oxford (2000), Cohen (2000), Macaro(2001), Wen (1995) and other scholars have proposed separate models to promote learnerautonomy and learner self-direction, none of them is about teaching strategy training butlearning strategy training. Few of the studies focused on the training tuition-free normaluniversity English majors' teaching strategies for English reading specifically.
本论文调查免学费的普通高校英语专业学生的英语阅读教学策略，旨在证实所提出的人才培养模式，建模效率发展。这里被概念化建模包括4互锁和可回收阶段（观察，思考，参考和做法），一个评估阶段称为评估。本研究在该领域的教学策略的培训，预计将推出一个新的培训计划。它也将加快这些未来的英语教师熟悉英语阅读教学策略，消除障碍以及他们的英语教师是职业生涯中前进。此外，建模心态，他们可以量身定制，以适应不断变化的情况下他们的生活模型。This thesis sets out to investigate the tuition-free normal university English majors'development of teaching strategies for English reading, intended to testify the efficiencyof the proposed training model called Modeling. Modeling is conceptualized here asconsisting of 4 interlocked and recyclable phases (observation, reflection, Reference, andpractice) and one assessing phase called evaluation.The present research is expected to launch a new training initiative in the field ofteaching strategy training. It will also accelerate those future English teachers' familiaritywith the teaching strategies for English reading and eliminate the obstacles along theirEnglish teachers-to-be career in advance. Furthermore, bearing Modeling in mind, theycan tailor the model to suit changing circumstances all their lives.

1.2 Research rationale
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