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English Curriculum Standard for Ordinary High School (2017) clearly stipulatesthat “text is the main carrier of language teaching”. Therefore, the learner should takethe language as the unit of language learning. Teachers should consciously infiltratethe basic knowledge of the text and help students form the awareness of text andgrasp the structural features of the text, so as to improve their ability to understand themeaning of the text (Chen Rouyi, 2018). Due to the excessive attention paid tovocabulary, sentence, grammar and other language knowledge in the traditional senseof reading teaching, the value and role of text in reading teaching has not receivedenough attention (Gu Min, 2019). The purpose of “text analysis based English readingteaching in senior high school” is to emphasize the function and significance of text asa whole, guide teachers to transcend the teaching concept of reading at the sentencelevel, and organize and implement teaching in the unit of text. Generally speaking,these selected texts are of great value and significance in cultivating students’comprehensive language ability and promoting students to form correct emotions,attitudes and values. The surface language of a text is always loaded with basiclanguage knowledge and general point of view. Actually the real connotation of thetext is beyond the meaning of worlds. It lies in the hidden world behind the words.text analysis emphasizes the comprehensive teaching value of the text, explores thesemantic potential behind the text, and promotes the multiple interpretation of the text.This study is of great significance and value for the implementation of the relevantcontents of senior high school English curriculum standards and the emphasis on textbased reading teaching.

1.2. Research Purpose

As mentioned earlier, due to the inherent conceptual problems of Englishteachers, the reading class is simplified into a simple combination of vocabulary andgrammar explanation. Therefore, in the English reading class, teachers spend severalclasses in explaining the usage and grammatical structure of vocabulary in the text,which decomposes a complete text into pieces, regardless of the meaning that theauthor wants to convey through the text. The result of this kind of teaching is thatstudents only remember the usage and grammatical structure of some words, but they fail to understand the meaning of the author as a whole. Text analysis is to helpstudents understand, analyze and evaluate the article from the level of textualstructure. Due attention will be paid to the language form, language function andrelevant cultural background knowledge involved in the article, which is conducive tocultivating students’ good reading habits and reading comprehension ability (YangGuohua, 2009). This paper mainly discusses how to apply text analysis theory toEnglish reading teaching in senior high school, which cannot only help studentsunderstand the macro level of text such as textual patterns, also let students learn therole of its micro level such as words, sentences and grammar in text, so as to cultivatestudents’ good reading habits and improve students’ 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。