英语课程标准规定基础教育阶段的总体目标是培养学生的综合语言运用能力。综合语言运用能力的形成主要建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上。然而在中国高中英语阅读课教学始终是高投入低产出。造成这种局面的主要原因是阅读课堂上教师过于强调词汇、语法等语言知识的传授而忽视对学生语言技能的培养，阅读课的教学基本上还是自下而上模式。交互式阅读模式是目前公认的最有效的阅读模式。本人基于Rumelhart 的交互式阅读模式提出了自己的宏观结构英语阅读教学模式。此阅读模式以语类理论的纲要式结构和van Dijk 的宏观结构理论为理论基础，旨在用理论指导阅读教学实践，提高阅读教学的效率。本人在英语阅读教学中结合定量研究方法和定性研究方法。定量研究旨在通过教学实验来验证此阅读模式的有效性，定性研究旨在通过语类分析和语义分析发现纲要式结构和宏观语义结构之间的关系。这个实验属于准实验，历时5个多月。河南省宜阳县第一高级中学的100名学生参加了这个实验。实验班和对照班各50人。在阅读教学中，实验班采用宏观结构阅读模式，对照班沿用传统阅读模式。实验前，实验班和对照班的学生都参加了阅读前测和综合能力前测；实验后，两班的学生都参加了阅读后测和综合能力后测。整个学期，每个学生有两次机会在班上发言。第一次作为口语前测，第二次作为后测。每个学生的成绩根据课堂表现由集体评分产生。有关实验的前后测成绩经过SPSS 数据分析软件处理，得到描述性统计结果和推断性统计结果。结果表明，实验前实验班和对照班几乎不存在差异；而经过一个学期的宏观结构阅读训练，实验班和对照班呈现显著差异，实验班的成绩远远超过对照班。实验班不仅阅读能力显著提高，综合语言运用能力和口语都明显好于对照班。实验结果证实了实验假设，即宏观结构阅读模式有利于发展学生的阅读能力和综合语言应用能力，从而为英语课堂提供了一个有效的阅读模式。与此同时，语篇分析的结果表明纲要式结构和宏观语义结构之间存在对应关系：纲要式结构的每一个结构成分都对应于宏观语义结构的一个次主题或局部宏观命题，从而为语篇分析提供了行之有效的手段。

In EFL context, reading is the most effective and practical means for learners to construe experience as well as to obtain linguistic input. Hence the teaching of reading is the primary concern of English teachers. Nevertheless, it remains to be a daunting enterprise because many English teachers attach too much importance to linguistic knowledge than to overall competency. In reading practice, some English teachers are always devoted to teaching lexical items and exemplifying grammar rules, and pay little attention to the impartment of reading skills. This way of teaching obviously runs contrary to the reading objectives formulated in Senior English Curriculum Standards. In order to discover an effective technique of translating theory into practice, the researcher advances a new approach to reading based on Rumelhart’s interactive model. In this model, reading comprehension proceeds from the identification of genre and its schematic structure at the global level to the decoding of sentence meanings at the bottom up to the formation of semantic macrostructure in the highest hierarchy.To test the effectiveness of this reading model, a quasi-experiment was conducted in Yiyang No.1 Senior Middle School. Meanwhile, macrostructure reading approach is employed in text analysis, aiming to discover the correlation between schematic structure and semantic macrostructure. Macrostructure reading instructions were given to students in EG whereas the traditional way of reading teaching was followed in CG. 100 students from CG and EG participated in the experiment. All the participants took a pre reading test and an integrative test as placement tests to measure their reading competency and overall competency. More than five months later, post-tests encompassing a reading test and an integrative test were administered to them to judge their improvement in reading ability and language proficiency. During the course of the experiment, students from both CG and EG took turns to give their presentations. Every student had two opportunities to perform this obligatory task. Their performances were marked by general assessment from class observation. Data collected from pre-tests, post-tests as well as the first presentations and the second presentations were analyzed by SPSS statistical analysis entailing descriptive statistics (mean, standard deviation), and predicative statistics.The results of group statistics and T-Test revealed significant difference between CG and EG in reading competency, language proficiency and oral competency, and hence validated the hypothesis that macrostructure reading instruction did enhance learners’ reading competency and overall proficiency, with an unanticipated finding that macrostructure reading approach also facilitated oral competency. Macrostructure analysis of the samples leads to the conclusion that every constituent of schematic structure corresponds to a sub-topic or local macroproposition in semantic macrostructure. This research has proved that macrostructure reading approach is practical and effective in ELT environments, thus extending the repertoire of ELT teachers. Moreover, it also indicates that macrostructure reading approach is a useful technique for text analysis.