随着新课改的不断深入,核心素养的提出为我们教育教学指明了方向。《高中英语课程标准（2017）》表明英语学科的核心素养主要由语言能力、思维品质、文化意识和学习能力四方面构成，通过课程内容的六要素进行实现：以主题为引领，以语篇为依托，学习者在语言和思维活动中进行语言知识学习、文化内涵理解、语言技能发展和学习策略运用。 高中英语阅读教学作为英语教学的重要环节，对提高英语学习者的阅读能力和英语核心素养具有很重要的作用。教师语篇分析的水平决定着英语阅读教学设计的效果，也直接影响着学生的学习体验的程度、认知发展的维度、情感参与的深度和学习成效的高度。因此，提高语篇分析能力是教师基于语篇内容培养学生学科素养、提高课堂教学实效和学生学习质量的关键。 由此看来，要想落实英语课程改革、促进学生英语学科核心素养地养成,教师必须变革英语课堂教学,加强语篇分析,优化教学设计。目前，在高中英语阅读课上实施六要素整合观方面的研究还不充分，基于新课标提出的英语课程内容六要素进行语篇分析和英语阅读教学设计的研究还比较缺乏。本研究顺应高中英语新课标的要求，从课程内容六要素出发，运用语篇分析法探究对语篇内容进行充分分析的三个维度六个视角：三个方面即“语篇本身、作者和读者”；六个视角为“主题、体裁、内容、语言、作者和读者。在对语篇进行充分分析的基础上，通过理论推理形成了较前期研究更为细致更具有可行性的高中英语阅读教学设计框架，并进行了高中英语阅读教学设计案例呈现。该研究旨在指导作者本人今后进行符合新课标要求的英语阅读的教学实践，亦希望对教师设计高中英语阅读教学有所启发和帮助。

With the deepening of the new curriculum reform, the proposition of ‘core literacy’ shows a new way for our education and teaching. The New English Curriculum Standard for Senior High School (2017) defines that the core literacy of English is composed of four aspects: language ability, cultural awareness, thinking quality, and learning ability. It is realized through six elements of curriculum content: With theme as the center and discourse as the basis, students learn language knowledge, understand cultural connotation, develop language skills and apply learning strategies in language learning activities. English reading teaching, as an important part of English teaching in senior high school, plays an important role in improving English learners’ reading ability and core English literacy. The level of teacher’s discourse analysis determines the effect of English reading teaching design, and also directly affects students’ learning experience, cognitive development, emotional participation and learning effectiveness. Therefore, improving the ability of discourse analysis is the key for teachers to cultivate students’ core literacy, improve the effectiveness of classroom teaching and the quality of students’ learning. In order to keep up with the reform of English curriculum and cultivate students core literacy of English, teachers are supposed to reform English classroom teaching, deepen discourse analysis and improve teaching design. At present, however, the research on the implementation of the six-element integration view in English reading teaching in senior high schools is not enough. Analyzing the reading discourse based on the six elements of English curriculum content proposed in the New Curriculum Standard hasn’t been done by many teachers, so there are few relevant research on the design of English reading instruction. Therefore, conforming to the requirements of the English Curriculum Standard (2017) and referring to the six elements of English curriculum content in the Standard, this study explores the way to analyze discourse content from six perspectives in three dimensions: three dimensions are “discourse itself, the author and the readers”; six perspectives consist of “theme, genre, language, author and reader”. On the basis of discourse analysis, compared to previous research, this research has formed a more detailed and feasible framework for senior high school English reading teaching design, and presents samples of senior high school English reading teaching design. The purpose of this study is to guide the author’s future teaching practice of English reading, which meets the requirements of the New English Curriculum Standard. It also hopes to provide inspiration and help for other teachers in designing English reading instruction for senior high school.