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本文是一篇高中英语论文，笔者基于学生问卷调查数据，可以看出，在后阅读阶段，教师实施的后阅读活动对培养学生的综合能力起着重要作用。具体来说，它培养了学生的阅读理解、口语和写作能力等。研究表明，适当的阅读后活动的设计和实施可以充分体现对学生综合能力的影响，使学生能够深入理解阅读材料的主题，巩固他们在阅读前和阅读中所学的知识。
Chapter 1 Introduction

1.1 Research Background

Reading is a process in which readers reprocess and encode the extracted informationand reconstructs the new knowledge through their own language and thinking ability onthe basis of textual information understanding.Dai,Zheng,et al.[1]proposed that reading,as a basic form of language input,its ultimate goal is to carry out language output.According to Zhang[2],only by turning information input into language output in readingteaching can we cultivate language ability more effectively.Students acquire informationthrough reading,process it through their thinking,and then perform effective languageoutput,transforming external knowledge into internal ability so that reading is valuableand meaningful.Tao[3]states that among the three stages:pre-reading stage,while-readingstage and post-reading stage,the post-reading activities focus most on students'deepunderstanding of the text and their use of language,and its quality and effectivenessdirectly affect the achievement of the curriculum objectives.Post-reading activities belongto language output activities which aims at enabling students to apply their knowledge andskills in new contexts,to analyze and solve problems,and to express their personalopinions and emotions creatively.Post-reading activities play a very important role indeveloping students'ability of transfer and innovation.Zhang[2]proposes that transfer andapplication are advanced thinking and belong to the level of creation,which is the highestlevel of Bloom's Taxonomy of Educational Objectives.Thus,it can be concluded thatpost-reading activities are important for the development of students'English subject coreliteracy,especially the ability to transfer and innovate.

1.2 Research Purpose

English reading teaching in senior high school is an important part of cultivatingstudents'pragmatic competence.The combing of the previous studies reveals that manyresearchers focus on observing and analyzing the problems of post-reading activities insenior high school English reading classes,and then put forward correspondingsuggestions in combination with their teaching practices,but they rarely conduct anin-depth study of the classroom to observe and analyze the design and implementation ofpost-reading activities.

With the help of questionnaires,interviews and classroom observation,this studyintends to make out the current situation of post-reading activities in high school Englishreading teaching and to further investigate the influencing factors.It aims to provide somesuggestions for front-line teachers on how to implement the new standards throughpost-reading activities in English reading teaching.More importantly,its purpose is toassist teachers attach great importance on reading activities in developing students'comprehensive language application ability and understand how to design reasonablepost-reading activities.

Chapter 2 Literature Review

2.1 Post-reading Activities in English Reading Teaching

2.1.1 Definition of Post-reading Activities in English Reading Teaching

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