英语阅读，作为一种学习语言的重要方式，可以帮助学生开阔视野，扩大词汇，了解国外的文化和风俗，发展和培养思维。所以对学生阅读能力的培养历来是英语教学的主要任务。高中英语教学大纲明确要求要培养学生具有综合的阅读能力，这种能力就是要求学生能对语篇进行整体把握，会通过综合分析来理解语篇的表层及深层含义，进而理解作者的真实意图和隐含意思，从中获取有用信息，实现阅读目的。阅读能力的高低直接影响着学生对所读语篇的理解。但由于传统教学方式的长期影响，学生对语篇的阅读更多关注的是词、句、语法结构的学习，而忽视了对语篇的整体把握和理解。在做阅读理解题时学生也往往是在有关整体理解的题型上失分严重。这一切都表明学生的语篇阅读的能力很低。因此，本文的研究目的就是要解决学生在英语语篇阅读上的种种问题，帮助他们掌握分析语篇的方法，从而提高其语篇阅读能力。本研究采用行动研究的方法，通过问卷调查，阅读测试发现学生在语篇阅读上存在的问题，之后针对问题，实施了为期半年多的教学实践行动。在相关语篇阅读教学理论的指导下，主要采用语篇分析的方法，从多个角度设计操练活动，训练学生熟悉并掌握处理语篇的各种问题的方法，其中包括生词猜测，激发背景知识，分析句与句、段与段的逻辑关系，评价作者写作意图和态度，概括主旨大意等。在行动研究实施过程中，随时监控学生的学习效果，并根据学生的反馈调整行动计划，满足学生的阅读需求，在行动研究结束后又通过问卷调查及阅读测试来检验行动效果，结果发现基于语篇分析理论的语篇阅读教学对学生的阅读能力有着积极的促进作用，能够提高学生的语篇阅读能力。本研究促进了笔者的专业化发展，又真正解决了学生的语篇阅读问题，实现了“授人以渔”的目的。同时，也反思了行动的不足之处，并就语篇阅读教学提出了相应的建议。希望可以为改善高中语篇阅读教学提供帮助，使教师能在实际操作中少走弯路，更利于学生发展。

English reading, as one of the important means of language learning, can help students expand vocabulary, understand foreign culture and customs and train the thinking of the students. So cultivation of students' comprehensive reading ability has always been the main task of English teaching. That is，students can get the surface and deep meanings of the text and understand the author's real intentions and implied meaning through comprehensive analysis of discourse to achieve reading aims.Reading ability directly affects the students’ understanding of text. But due to the long-term effects of traditional teaching methods, students pay more attention to the word, sentence structure and grammar learning, but little to the overall discourse understanding. and often make more mistakes in relation to the overall understanding of questions ,which shows the students’ discourse reading ability is very low. Therefore, the research purpose of this paper is to solve the discourse reading problems of students in English, help them to master the methods of discourse analysis, and thus improve their reading ability.This study uses action research methods. By means of the questionnaire survey, reading tests, the problems in discourse reading among the students were first found. Then to solve the problem, the author implemented the teaching practice for more than half a year. Under the guidance of the discourse reading theory, the author used discourse analysis method, and designed various exercises to train students how to deal with various problems, which include guessing the meaning of new words, activating background knowledge, analyzing the logical relations between sentences and paragraphs as well as evaluating the purpose of writing and attitude of the writer etc In the process of implementation, the effectiveness of student learning was monitored. According to the students' feedback, action plan was adjusted to meet students' reading demands. After the study, another questionnaire and reading test were held to test the effect of action. The results prove that the teaching reading based on the discourse analysis theory plays a positive role in promoting the discourse reading ability of the students .The discourse reading problems of the students are solved and the professional development of the author is also promoted after this action research. However, some deficiencies are worth reflecting. So some corresponding suggestions are put forward with the purpose of helping improve high school reading teaching and teachers can take roundabout way less for the development of students.