Field Independence and Dependence and High School English Reading Teaching

Abstract

The English Curriculum Standards for General High Schools (2017 Edition) (hereinafter referred to as the "Standards") clearly stipulate that reading is one of the basic skills mastered by high school students, and it accounts for a relatively large proportion in the college entrance examination. At the high school level, students should develop the five basic skills of listening, speaking, reading, writing and translation, focusing on the cultivation of reading ability. Students should be able to read materials about biographies, fables, etc. With the help of dictionaries, students should be able to grasp the main facts and central ideas, and grasp the main logical clues of the material they read. Reading is a complex cognitive process. Reading is an important means of information input and a cognitive activity. Cognitive style is the preferred information processing method in individual cognitive activities, and field independence and field dependence cognitive style are the core of cognitive style. Through the discussion of field dependence and field independence cognitive style, this article analyses the differences between field independence and field dependence students’ learning behavior to explore the influence of students' cognitive style on teachers' reading teaching strategies and reading material choices, so as to improve students' reading ability.